Professor of Pharmacology
Department of Pharmacology, Tulane University School of Medicine, 1430 Tulane Avenue, New Orleans, LA 70112-2699 Tele: (504) 988-2641 Fax: (504) 988-6761, Email: firstname.lastname@example.org
* Tulane Univ School of Medicine (Student Honor Society)
** “For the five exceptional individuals keeping medical education afloat come hell and high water.”
Awarded the year after Hurricane Katrina.
o Principles of Pharmacology
o Antimicrobial Drugs *
o Rx of HIV *
o Cancer Chemotherapy *
o Autonomic Pharmacology
o Treatment of Asthma
o Rx of Hypertension
* team taught with Dr. Mondal or Agrawal
Medical Physiology (T1) - Lectures
Medical Physiology (T1) - JiTT Sessions
Medical Pharmacology (T2) – Lectures
- Course Introduction
- Pharmacokinetics (2 hrs)
- Cholinolytic Drugs
- Hepatic Drug Clearance
- Antianginal Drugs
- Drugs used in Rx of Asthma
- General & Local Anesthetics
- Adjunct drugs used in Anesthesiology
- Sedative / Hypnotic / Anxiolytics
- Psychostimulants, Drugs of Abuse
- Drug Responses in Children, Women & the Elderly
- Herbal Drugs
- Drug Interactions
Medical Pharmacology (T2) – JiTT Sessions
- Basic Principles of Medical Pharmacology JiTT
- Antiarrhythmic Drugs (2 hrs) JiTT
- Digitalis Glycosides JiTT
- Vasodilators in the treatment of CHF JiTT
- Antidepressants, MAO inhibitors & Li JiTT
Helped develop & deliver additional JiTT sessions on:
- Glucocorticoids (w/ Dr. Beckman) JiTT
- Penicillin Antibiotics (w/ Dr. Agrawal) JiTT
Medical Pharmacology (T2)– Block Reviews
- Basic Principles & Rx of Inflammation (1 hr)
- ANS & CV Pharmacology (1.5 hrs)
- Renal Block (1 hr)
- CNS Drugs (1.5 hrs)
- Human Behavior block (1.5 hrs)
- Endocrine & Toxicology Block (1.5 hrs)
Medical Pharmacology (T2)- Team Based Learning
- Rx of Venous & Pulmonary Thrombosis - w/ Drs. Kahn & Crawford
- Autonomic Unknowns
- Diabetes (with Drs. Beckman & John-Kalarickal)
Medical Pharmacology (T2) - Problem Based Teaching
- Drug Metabolism & Drug Interactions
- Adrenergic/Cholinergic In Vivo Demonstration
- Antibiotics - Clinical Problem Solving
- Chemical Warfare in Iraq
- Antiarrhythmic Drugs - Clinical Problem Solving
- Treatment of Diabetes Mellitus – Clinical Problem Solving
- Oral Contraceptives – Clinical Problem Solving
- Treatment of Depression – Clinical Problem Solving
Human Patient Simulation (T2) - METI HPS (Adult & Pediatric)
- Diagnosis & Treatment of Unstable Angina & Cardiac Arrhythmias
(a collaborative project with Dr. Elma LeDoux MD)
- Diagnosis & Treatment of Severe Asthmatic Bronchoconstriction (Pediatric)
(a collaborative project with Dr. Scott Davis, MD)
University or Medical Center
- Academic Computing 1988-1993
- Surgery Required Clerkship Review Committee 1991-1993
- Admissions Committee 1994-1999, 2005-present
- Senate Committee on Honors 1997-1999
- Graduate Council 1997-2000
- University Senate Commitee on Computing 1998-2001
- Curriculum Committee 1999-2007, 2009-present
- 2nd Year Clinical Curriculum Advisory Committee 1997-present
- Evaluation Committee (under Dr. Markert in OME) 2004-2005
- MECCA Committee (Medical Education) 2000-2001
- Student Affairs Committee (chair since 200 2004-present
- Scope Advisory Committee 2004-2005
- Educational Technology Committee (chair) 2007- present
- Evaluation & Assessment Committee – SOM 2008-present
- Simulation Center Curriculum Committee 2008-present
- Educational Policy Committee (Univ committee) 2009-present
- Pharmacology Dept Med Pharm Committee (chair) 2009-present
- Pharmacology Dept Graduate Curr Committee (chair) 2009-present
- Simulation Center Research Committee 2010-present
Director of Medical Pharmacology Course (1997 to present)
For the past decade I have been the course director for this team-taught course that currently consists of 79 hours of lectures, 11 hours of small group sessions (PBLs), 15 hours of self-studies, 10 hrs of review sessions & 10.5 hours of exams (135.5 hours total). I am personally responsible for teaching 20 hrs (~25%) of lectures & I am involved with other faculty in teaching all lab sessions, and serve as the organizer & a facilitator for all PBL sessions. In addition, I spend many hours per week on scheduling, curricular development, syllabus preparation, organization of small group &/or lab sessions, exam development, exam grading & evaluation, organizing review sessions & working with other faculty involved in our 2nd year medical curriculum who have courses that “dove-tail” with our content in our integrated medical curriculum. Teaching this course involves a total of 16 different faculty from pharmacology, psychiatry, pediatrics, medicine (heme-oncology) & outside institutions (Anesthesiology at Oschner, LSU Genetics).
The Katrina experiment
In the Fall of 2005, following hurricane Katrina, the senior leadership in the School of Medicine (Drs. Kahn, Krane & Dean Taylor) managed to “restart” our medical school using the physical facilities & support staff provided by the Baylor College of Medicine in Houston. I relocated there in mid-September, and worked with a group of close colleagues (Drs. Beckman, Crawford, Daroca, Johnson, Kahn, Krane, Markert, Rajan) to put together a 2nd year medical curriculum utilizing a mixture of faculty from Baylor, MD Anderson & Tulane. We all learned to give lectures on topics outside of our normal comfort zone, but we nevertheless managed to provide essentially the same quality of curriculum that we provided for our students in New Orleans. It was an interesting educational experiment, but not one I would care to repeat anytime soon.
Med Pharm was awarded the Owl Club “Course of the Year” Award in April/May 1998, 2000, 2008 & 2009.
Facilitating Student Learning Thru Lecture Recording
The average student can only transcribe 10% of the words spoken during a typical lecture. It is widely believed that having a resource for reviewing lecture content “after the fact” can aid student learning. During the summer of 2006, after returning from Houston, I worked with Niels Olson (current T4) to develop a system for recording lectures to be given during the upcoming 2nd year medical curriculum. We settled upon using an Olympus digital audio recorder connected to an audio feed from the podium. Niels did the lion’s share of recording, and I created & managed a website for uploading & storing the recordings. By the end of the year this evolved into the development of a “one stop shopping” web site where lecture slides and audio files for all T2 lectures could be easily found & downloaded with little navagation involved. The following year, I began a collaboration with Bobby Garner-Coffie in the SPH/TM that allowed us to perform a pilot study using the Tegrity Classroom system for lecture capture of Med Pharm lectures. The following 2007-08 year the use of Tegrity was expanded to include recording of all T2 courses, and to a limited extent, for recording 1st year lectures. The use of the system has since expanded further, and the Dean’s office is planning to financially support its use in the future, at an estimated cost of ~$12,000/year.
Introduction of Active Learning & Learner-Centered Teaching Strategies (2008-2009) into the Medical Curriculum
Traditional classroom lectures are “teacher-centered” and promote passive learning. There is a growing body of evidence that indicates that active learning strategies can produce superior learning outcomes compared to traditional lectures. As a first step in implementing learner-centered / active learning strategies we converted seven traditional Med Pharm lectures to Just-in-Time-Teaching sessions. JiTT sessions require that students complete a reading assignment & a post-reading quiz on Blackboard by midnight before an associated class session. One of the questions on Bb is a short answer essay question asking “What did you find most difficult or confusing about the reading?”. These responses are scanned the morning before class & determine the areas to be focused on during class. Selection or authoring of interactive Audience Response System (ARS) questions before class that are related to identified areas of difficulty transforms a traditional lecture into a class session focused on areas of difficulty (vs. a review of material the class already understands from their reading). Students come to class prepared with a background knowledge of the material. Most class sessions included at least one question using the “Peer Instruction” method where the class is asked to select the best answer to a challenging question. After responses are collected (but not displayed), students are asked to debate the answer to the question with their neighbors (“peer instruction”) for 3-4 minutes, and then vote again. This active learning strategy significantly increased class performance on questions from 63.3% to 89.4% (n=20, p<0.0001). Further expansion of JiTT & PI is planned for the next upcoming academic year. The Dean’s office is planning to finance the ARS for our incoming class of first year students next year & I am planning to offer faculty workshops on how to write questions & use the system.
Director of Graduate Studies in Pharmacology (2005 to present)
Resurrection of Our Graduate Curriculum After Katrina:
In December 2005, while I was living in Houston following Katrina, my chairman placed me in charge of our department’s doctoral and masters graduate programs. At the time of the storm we had 40 masters students and ~12 doctoral students in the pharmacology graduate program. When classes resumed at the New Orleans downtown campus in mid-January of 2006, we had 25 masters students return, along with ~ 6 doctoral students. During several trips back from my duties at Baylor, I found rooms (with acceptable air quality) that we could use for teaching in portions of the 1430 Tulane Ave building, although we tried to use the Gene Therapy conference room in the JBJ building whenever it was available. With limited access to classrooms & a reduced number of available faculty, I heavily revised our graduate curriculum, so that we could complete all previously scheduled graduate classes for the 2005-06 academic year during the Spring semester of 2006 & an extra Summer lagniappe semester in June-July of 2006. One component of this challenge was to find a way to simultaneously teach our complete Medical Pharmacology course at both the New Orleans campus (to our doctoral & masters students) & Baylor campus (to our medical students). Lectures on the two campuses had to be scheduled out of sync with each other, since our remaining teaching faculty could not be in two places at once. This was not a fun year.
Development of a New Thematic & Objective-Based Graduate Curriculum (2006-07):
During the summer of 2006, in response to student criticisms about our graduate curriculum, I made a series of major changes to our department’s graduate curriculum. These changes were based upon a “proven” design – that of our 2nd year medical curriculum which I had been involved with designing over the previous decade:
Graduate Resources Website url: http://tulane.edu/som/departments/pharmacology/gradresources/index.cfm
Systems Biology Course Directorship (2008-present):
The Systems Biology Course was a newly constructed course, first offered in Spring 2007 for the 1st year doctoral students in our newly created umbrella “Biomedical Sciences” (BMS) doctoral program. Although this course looked great “on paper”, it received some “negative” reviews in its end-of-course survey. The major criticisms of the course included: a) some lectures were excessive in length (90+ slides), b) there was excessive redundancy & duplication of material covered in different lectures, c) there was no communication between lecturers, d) no class notes were available before lecture, e) there were too many details to be remembered for exams, and f) there were not enough exams (e.g. 2 exams was not enough).
In the Summer of 2007, I was asked by my chairman to take over as course director. After reviewing the survey results, I implemented a number of changes to address the concerns raised. These included:
For the 2009 academic year I made some additional adjustments to the course including:
Concepts in Pharmacology Course Directorship (2008 pilot project):
To facilitate the development of active learning strategies in our graduate curriculum, I developed a 1 credit hour “pilot” course for our Masters in Pharmacology students. The course consisted of seven JiTT sessions that had a pre-class reading assignment, a pre-class Bb quiz, and a class session focused on interactive ARS questions, including 3 questions at the end of each class session using the Peer Instruction method. The course grade was based upon performance on Bb quiz questions, and Peer Instruction questions. An end of course survey indicated a high level of student satisfaction, with a 4.6 out of 5 rating for “This course enhanced my learning” (1-5 scale).
Human Patient Simulation (2009):
Two METI Human Patient Simulations were developed and implemented for our 2nd year medical class.
The first simulation was on the diagnosis & treatment of unstable angina & cardiac arrhythmias using the adult METI Human Patient Simulator. The outline for the simulation (case history & story line) was developed by Drs Krane, LeDoux and I. Based upon the case outline, I developed a METI HPS scenario to emulate the patient's presenting heart rate & blood pressure, and a METI scenario for simulating the onset of unstable angina with ST segment depression & associated changes in heart rate & blood pressure. The simulation included responses to drug administration (nitroglycerin, morphine, oxygen, metoprolol), simulation of various arrhythmias (bradycardia, AV block, VTach, VFib) and treatments (Cardioversion/Defibrillation, amiodarone, lidocaine & atropine). Dr. LeDoux played the role of the ER physician, and I coordinated the simulation via a laptop computer from a control room behind a one-way mirror & played the voice of the patient "Mr. Boudreaux".
The second simulation was on the diagnosis & treatment of severe bronchoconstriction in a pediatric patient (using the 6 yo METI Human Patient Simulator). The objectives of this simulation were focused on students being able to work as a team to get the patient's history from a parent (played by a simulation staff member with a Theatre background), assess the patients status (BP, HR,RR, O2 Sat, Lung Sounds), make a diagnosis & apply treatment in the right order (O2, beta-2 agonist, steroid), followed by reassessment & ultimately "handing off" the patient to an attending physician (Scott Davis, MD - pediatrician). The simulation exercise was followed by a 30-45 min debriefing by Dr. Scott Davis. I coordinated the simulation via a laptop computer & played the voice of the patient "Wheezing Willy".
Masters Thesis Committees – (2006-2007 example)
Doctoral Thesis Committees
Instructional DVDs Developed during the 2003-05 Academic Years:
Problem Based Learning Modules Co-authored:
Pharmwiki (2009 - present)
With student collaboration, I am in the process of developing an interactive pharmwiki for our Medical Pharmacology course that will (hopefully) ultimately serve as a "one stop shopping" information & learning resource for our medical & graduate students. It is being developed immediately before each systems block is covered during the 2009-2010 academic year, and contains: a) essential drug information with cited references (online links whenever possible), b) summary tables, c) interactive formative assessment quizzes, d) background pathophysiology & sample clinical cases as "context" (mental scaffolding) to promote long-term retention & understanding of pharmacology.
Drug Profiles (2003-2005)
At the request of the Owl Club (Student Honor Society), in late December 2003 I started creating Drug Profiles to summarize the essential facts about each drug covered in the Medical Pharmacology course. Each profile typically includes information on: generic & proprietary drug names, drug category, mechanism of action, indications, contraindications, pharmacokinetics, drug interactions, side effects & references. Each drug profile is made available to students in a hard copy form & also in an on-line searchable database with hyperlinks to additional resources. I completed over 600 drug profiles in January 2005.
Video Podcasts Authored for Med Pharm Student Self-Study
(Full Screen & iPod formats created using SnapZPro X, QuickTime Pro & Garageband)
Interactive Online Quizzes in Medical Pharmacology (T2) & Human Physiology (T1)
Research has shown that there are significant learning & performance benefits that can be derived from Quiz-Based Learning, potentially improving learning by 150% or more (Will Thalheimer, www.work-learning.com). In the Fall of 2007 I initiated the development of an extensive number of online interactive quiz questions covering all of the learning objectives covered in each lecture in the Medical Pharmacology course. I have also developed quizzes covering all objectives for my 4 hours of cardiac lectures to the first year medical students. These quizzes are written in Adobe Flash or HTML & posted online. I have completed 39 subject-based quizzes containing over 500 questions.
Tulane University, New Orleans, LA 70118 504-865-5000 email@example.com