Physician with clinical, teaching, and writing experience: Interested in contributing as a freelancer to assist others who may need short-term or temporary help.
Loyola University Chicago, Maywood, Illinois
Doctor of Medicine - graduated December 2012
The Johns Hopkins University, Baltimore, Maryland
Master of Science (Biotechnology) - graduated May 2007
The College of New Jersey, Ewing, New Jersey
Bachelor of Science (Business Administration, Biology) - graduated August 2005
Rockford Health System, Rockford, Illinois
Epic Superuser - April 2013 to May 2013
Problem: Hospitalist physician needed to admit patient to his service.
Actions: Worked with physician one-on-one; detailed steps towards admitting patient, assisted with writing admissions history and physical with all requisite billing and coding terminology, helped to reconcile home and current medications and inputting orders/order sets, and ensured final review to ensure continuity of care, with additional reinforcement geared towards independence.
Result: Satisfied and confident physician.
• Formulated and executed plans to bolster familiarity of up to 50 physicians and 100 nurses with Overview and Navigation sections of Epic Hyperspace work stations
• Collaborated with Epic consultants to relate technical build to physician perspective
• Presented and simplified various note types by utilizing NoteWriter and SmartTools
• Supported and explained clinical suggestions appearing BestPractice Advisories
• Reinforced good experiences with positive feedback and inspiration
Dominican University, River Forest, Illinois
Adjunct Professor (Organic Chemistry) - January 2013 to April 2013
Problem: Several students were concerned about poor performance on laboratory reports.?
Actions: Provided individualized and intensive feedback regarding expectations to be met, and how to develop critical-thinking process; implemented 'extra' credit for work already performed to help improve scores; maintained high standards, transparency of grading process, and overall fairness.?
Result: All students who received more intensive feedback saw quantifiable increase in grades with a higher level of confidence in "thinking beyond the problem", which will translate well towards their future performances.
• Implemented curriculum and course planning for a 14-week semester in Organic Chemistry
• Managed chemistry laboratory for ~40 college students across two sections
• Developed requisite skills for future success, such as critical thinking, explanations of thought process, and thorough research of questions to be answered
• Evaluated students through weekly laboratory reports consisting of attained results and their deductions
• Adapted course specifications and grading policy according to students’ needs and abilities
Loyola University Health System, Melrose Park, Illinois
Epic Superuser - January 2013 to March 2013
Problem: Outside physicians were sometimes frustrated and reluctant to implement an unfamiliar and complicated electronic health record system, refusing to put in orders necessary for smooth transition of care.
Actions: Worked one-on-one with recalcitrant physicians, identified those who would benefit from additional group training sessions, and evaluated daily progress using support logs, with supervisors taking advice on various ‘tweaking’ of interfaces to better streamline and standardize order sets for admissions, transfers, and discharges.
Result: All physicians with one-on-one interactions developed sufficient functionality and gratification to allow them to continue working with the system for further improvement.
• Enhanced workflow development of up to 100 physicians and 200 nurses with overall application of Epic Hyperspace and its underlying tools for patient care
• Attained experience level from user perspective to equivalence of Subject Matter Expert, receiving personalized requests to assist on a daily basis
• Reviewed tasks to be completed for each individual regarding messages within their In-Basket; rounding, admission, and discharge orders/order sets; and medication/order reconciliation for each level of care
• Provided encouragement and more in-depth assistance for physicians and nurses who experienced fears and frustrations to enable to take the next step
The Johns Hopkins University, Baltimore, Maryland
Research Program Coordinator - January 2008 to July 2008
Problem: Several patients were lost to follow-up, even while their pertinent clinical trial was still ongoing.
Actions: Notified collaborators and appropriate representatives from sponsoring company, with Principal Investigator copied on all communications; tracked down all patient information and obtained accurate and current information; obtained patient permission to allow periodic monitoring, even after conclusion of their trial-specific therapy, for time period of overall clinical trial reporting.
Result: Improved and accurate reporting of patient status and potential adverse events, allowing for easier transition for subsequent Research Program Coordinators.
• Submitted, verified, and maintained protocol-specific information on the Web Protocol Library for ~4 large (50+ patient) clinical trials in the lung cancer research arm of the Kimmel Comprehensive Cancer Center
• Prepared and submitted annual renewal requests, amendments, and adverse event reporting with clinical input according to Institutional Research Board (IRB) and sponsor requirements
• Verified patient eligibility for specific studies
• Wrote audit summary reports and responses with input from the Principal Investigator
The Johns Hopkins University, Baltimore, Maryland
Senior Laboratory Technician - June 2006 to January 2008
Problem: Not all human microscopic specimens showed reproducibility and reliability of potential markers of cancer progression, even with mouse samples being experimentally valid, which impeded analysis of results and subsequent conclusions drawn.?
Actions: Double-checked known literature and data from collaborative laboratories; worked with post-doctoral fellow to rule out laboratory and user errors; contacted biotechnology companies responsible for producing their specific protein markers for further insight; obtained different but related markers to examine efficacy.?
Results: Initial protein markers were too weak to yield statistically significant results, but changing to the aforementioned related markers showed more conclusive evidence of changes in protein expression regarding cancer progression; also utilized real-time PCR for quantitative results.
• Performed laboratory experiments as outlined by the Principal Investigator and post-doctoral research fellows, particularly as they pertained to elucidating components of the Hedgehog signaling pathway and its relationship to non-small cell lung cancer, esophageal adenocarcinoma, and basal cell carcinoma
• Collected, organized, and inspected results for research validity and reproducibility
• Identified and diagnosed potential issues when data obtained did not lead to expected or desired outcomes
• Interpreted and critiqued relevant research publications with independent conclusions formed
PERTINENT MEDICAL SCHOOL EXPERIENCE
Admissions Interviewer, Committee on Admissions - July 2009 to March 2013
Objective was to independently review candidates’ applications and conduct interviews for potential admission into medical school, based on preliminary screenings by the Dean and Assistant Dean of Admissions.
• Evaluated components of ~100 total candidates’ applications through review of their recommendations, extra-curricular activities, personal statement, and Loyola-specific essays
• Developed insight into personal characteristics, interpersonal skills, and motivation for entry into medicine and Loyola through the main interview
• Conducted post-interview process through review of academic performance (since ‘numbers’ may influence judgment of interview)
• Summarized thought process and rationale for acceptance, wait-list, or rejection of candidate for review by Committee on Admissions at large
Member, Central Curricular Authority - July 2009 to June 2010
Objective was to have a voice in the role of management and transformation of the medical school curriculum.
• Reviewed and discussed various proposals for change, such as introduction of new relevant topics (i.e. government’s role in healthcare reform, evolving ethical issues in medicine), as well as elimination of redundant or less relevant material (such as topics within biochemistry)
• Convened on a monthly basis for debate and voting
Editor/Writer at Vital Signs - July 2008 to June 2010
Objective was to educate the campus community about bioethical and medical humanities topics, and to encourage discussion about issues facing present and future generations of physicians.
• Examined and analyzed the focus of medical research versus humanitarian service; the role and impact of health care reform from a societal perspective; and necessary curricular changes for undergraduate medical education
• Evaluated peer work for editorial changes and/or inclusion into the publication
• Maintained high level of journalistic quality
• Recruited new editors and writers to continue focus on encouraging intellectual stimulation and awareness of physician responsibilities to society
MEDICAL SCHOOL DISTINCTIONS
Honors in Research - July 2009 to March 2013
Objective was to utilize past knowledge and experience to bring a higher-level thought process and expertise towards advancement of basic research clinical trials.
• Developed the main research project in conjunction with the Principal Investigator, involving mixed-lineage leukemia (MLL)
• Collaborated with graduate students and laboratory manager to hypothesize and provide evidence in support of the role of MLL fusion proteins leading to aberrant microRNA (specifically, miR-17 and miR-20a) expression, causing increased proliferation, abnormal hematopoietic differentiation, and ultimate contribution to leukemogenesis
• Investigated and interpreted results of inhibition of the microRNA functions with specific antagomirs, leading to deleterious effects on cell proliferation, cell survival, and colony-forming abilities
• Summarized and maintained data collection via record-keeping in the laboratory notebook and graphical analysis of results
Honors in Bioethics and Professionalism - July 2009 to March 2013
Objective was to incorporate personal and professional experiences towards independently developing a specific plan for curricular reform in medical education, geared towards creating highly functional graduates capable of adapting to upcoming changes in medicine and full utilization of various infrastructural technologies designed to assist the medical professional.
• Created and streamlined ideas for adapting medical curriculum to become more highly relevant for required licensing exams, and introducing first- and second-year medical students as key members of the team in the clinical setting
• Emphasized concept of vertical and longitudinal curriculum, as opposed to current standard of horizontal, discrete curriculum, whereby repetition and experience favor retention of knowledge, as opposed to heavy focus on specific subsets with little to no formalized repetition afterwards
• Presented formal paper and poster to senior faculty of the Department of Bioethics, with subsequent presentation to senior members of the medical school administration at large
• Thorough understanding of medical terminologies, differential diagnoses with assessments and plans, procedures and medications, various study results
• Administering injections and other medications or treatments
• Calculating medical dosages
• Collecting of clinical data, complete physical examinations, and patient assessments
• Communicating technical information, making presentations on health or medical issues
• Counseling patients concerning diet, nutrition, exercise, community resources
• Following institutional care, examining room, infectious disease, and surgical procedures using all pertinent sterile and/or sanitation practices
• Ordering relevant laboratory and imaging tests
• Prescribing or recommending medications, medical devices, or other treatments
• Performing minor surgery and non-invasive medical diagnostic techniques
• Excellent writing and editorial skills, particularly for health/medical documents and patient, management, and/or government reports
• Demonstrated excellent organizational and time management skills
• Demonstrated leadership in a team environment
• Ability to perform detailed scientific analysis/evaluation of specialized information to support problem-solving and decision-making skills
• Proficiency working in all aspects of Microsoft Office applications and medical/scientific publication databases/resources, such as PubMed
• Proven communication and interpersonal skills
MEDICAL WRITING SKILLS
• Member of American Medical Writers Association (AMWA)
• Has thorough understanding of medical terminology and scientific writing, differential diagnoses with assessments and plans, procedures and medications, labs and imaging results
• 80+ words/minute typing speed
• High-level content writing and experience with many types of clinical publications and regulatory documents
• Expert knowledge of U.S. and international regulations, requirements and guidance associated with scientific publications or clinical regulatory document preparation and submissions, and ability to advise teams regarding compliance with regulations
• Expert knowledge of current electronic document management systems and information technology
• Excellent written and oral communication skills
• Expert in assimilation and interpretation of scientific content with adeptness in ability to translate for appropriate audience
• High-level knowledge of statistical concepts and techniques
• Has superior attention to detail, and the ability to find and correct errors in spelling, punctuation, grammar, consistency, clarity and accuracy
• Expert in word processing, flow diagrams, and spreadsheets, and has excellent working knowledge of software programs in any Windows environment, no matter the version
• Has extensive experience in working with collaborative, cross-functional teams
• Can independently resolve document content issues and questions arising during the writing process
• Can recognize potential scheduling and resource conflicts for projects across therapeutic area/product assignments, and provide recommendations to resolve
• Can identify and propose ways to resolve conflicts and work to ensure teams achieve project goals
OTHER SKILLS ATTAINED
• Biotechnology and molecular biology techniques, such as PCR-based genotyping; real-time PCR; reverse transcription; primer designing; DNA/RNA isolations, extractions, purifications; DNA sequencing; RNA interference; mouse dissections, harvesting of tissues; immunohistochemistry; immunofluorescence
• Various electronic medical record systems, including Epic and other EMR, EHR systems
• “Meaningful Use” of Epic Hyperspace: outstanding documentation requirements through In-Basket; Computerized Physician Order Entry (CPOE); Problem List development; Emergency Department TrackBoard; NoteWriter; SmartPhrases, SmartLinks, SmartTexts, SmartLists; Doc Flowsheets; Admissions Navigator, Rounding Navigator, Discharge Navigator; Medication and Order Reconciliations, After Visit Summaries; Level of Service Charges
• College, university, medical teaching; faculty-level information technology, such as Blackboard; curriculum innovation, design, assessment; medical ethics; admissions