As a clinician-educator, my mission is to help train and inspire a new generation of internists who are passionate about patient care, are outstanding clinicians, and can provide the leadership needed to change our existing healthcare system into one that better serves the needs of individuals and society.
As a primary care physician, my mission is to provide the highest quality care to my patients and assure them they have a doctor who is available when needed – as a provider, coordinator, and advocate.
To me, the essential components of quality clinical care in any specialty – but perhaps especially in primary care – fall into three categories:
1.) Clinical knowledge and clinical reasoning ability: a commitment to lifetime learning and an ability to analyze the medical literature with a critical eye.
2.) Communication skills: active listening, expression of empathy, and the sensitive exploration of the impact of cultural and psychosocial influences on their health.
A physician must also empower patients and families by sharing their clinical impressions and relevant knowledge in a language they can understand, and must communicate and collaborate effectively with other providers involved in their care.
3.) Personal attributes: commitment, tenacity, thoroughness, compassion, humility, and comfort with uncertainty.
As a clinician-educator, my mission is to help train and inspire a new generation of internists who are passionate about patient care, are outstanding clinicians, and can provide the leadership needed to change our existing healthcare system into one that better serves the needs of individuals and society. I endeavor to be a dynamic and effective teacher and role model who enlightens trainees as to the central and essential role of the primary care physician. Most of my clinical effort is in the context of supervision and teaching of medical residents and students. These activities are intimately related to my growth and worth as a clinician, since I have always believed that “the best way to learn is to teach.” Through direct teaching and through additional work in faculty development and curricular development, I endeavor to:
1.) Improve the knowledge and clinical skills of students and trainees in internal medicine, and inspire a commitment to lifetime learning.
2.) Empower trainees to be providers of comprehensive primary care for patients regardless of age, gender, race, ethnicity, or level of co morbidity – emphasizing skills in gender-specific medicine, geriatrics, and care of other vulnerable populations.
3.) Enhance physician-patient communication and promote humanism in all aspects of practice.
4.) Promote effective collaboration and communication among generalist and specialty providers in the care of patients with multiple needs, and around transitions of care.
5.) Enhance trainees’ understanding of our complex health care system, and empower them as patient advocates and as agents for change.
Prior to medical school, I worked as a health policy analyst for the US Congress’ Office of Technology Assessment (OTA). This work provided insight into the complexities and inherent injustices in our country’s health care system. During the time at OTA, I met a number of clinicians and was inspired to pursue medicine. I hoped to find greater personal and professional satisfaction through the direct care of patients.
During medical school, I was fascinated not only by the art and science of medicine and the doctor-patient relationship, but also by the medical education process itself. The collective experiences along this somewhat unorthodox career pathway continue to influence my work as a clinician and educator – venues in which I do indeed derive deep satisfaction.