Tina Kumra, M.D.
- Longitudinal Ambulatory Clerkship Director
- Office Medical Director
Primary Location: Johns Hopkins Community Physicians - Remington, Baltimore, MD
Postdoctoral Fellows are Often Considered the Backbone of Research
Postdoctoral fellowship is an important phase of a researcher's life as it is the first steppingstone of an early stage of an independent research career. We play a pivotal role in advancing academic institutions, infusing fresh perspectives, advanced basic and applied research, and offering unique expertise. As many aspire to be future academicians, postdocs contribute significantly to the intellectual vibrancy of their host institutions with great enthusiasm.
Postdoctoral fellows bridge gaps between disciplines. Our diverse academic backgrounds foster interdisciplinary collaborations, allowing convergence of ideas to address complex challenges. Postdoctoral fellows serve as mentors and educators, being the frontline of interaction with the next generation of scholars. we have close interactions with graduate and undergraduate students. This mentorship is invaluable, shaping the trajectory of emerging scholars and ensuring a continuum of excellence within the educational ecosystem.
The JHU Teaching Academy (Teaching Academy, JHU) provides various teaching opportunities to postdoctoral fellows. However, time constraints can make participation difficult.
In recent years, we have seen a great shift in the educational environment which is promoting more postdoctoral fellows as educators recognizing our contribution towards educational excellence of the institution. This progressive step also facilitates quality future educators and fuels the career of one of the pillars of the institution in education and research.
Reflections on Advocacy as Medical Student Senate Student Body Presidents
As Student Body Presidents of the Medical Student Senate (MSS), we sit on many curricular committees within the School of Medicine and are members of the IEE Board of Directors. We primarily serve to represent the collective student voice. In this role we are often bridging students’ opinion, administrations goals, and the reality of what can be changed. Navigating these sometimes-conflicting threads can be difficult, but we have learned much from our advocacy efforts and have been honored to partner with faculty and administration to improve the student experience.
As 4th year medical students and Student Body Presidents for MSS, these are our reflections from our time serving on the Senate.
Part of what makes a Hopkins medical student so special is our fire to advocate for change, our drive to build something better. We are only two voices, but it has been the highest privilege to listen and to represent the diverse sea of hundreds of voices that constitute the Hopkins medical student body. We have learned that to advocate, we must listen, we must be patient, we must anticipate, and we must widen our perspectives. We are humbled and thankful to have had the opportunity to grow with our peers, advocate for their needs, and partner in change.
How do you find the time to teach in a busy community clinical setting?
More of our care of patients, and our teaching, has moved to community settings which are often unpredictable learning environments. While many of us derive immeasurable reward and joy from teaching, we must also be honest about the time and effort needed to achieve excellent clinical education. Here are three tips on how to navigate teaching in our fast-paced, volume-based medical practices:
Primary Location: Johns Hopkins Community Physicians - Remington, Baltimore, MD
Why We Should All Care About the Well-being of Faculty Educators and What We Can Do About It
The link between physician burnout and patient care outcomes is the primary driver of efforts to foster faculty well-being by addressing individual and system level factors. Similarly, the well-being of faculty educators is critical for maintaining a supportive, safe, and inclusive learning environment for our students and trainees. The American Medical Association in its 2022 ebook, Educator Well-being in Academic Medicine (https://livejohnshopkins.sharepoint.com/:b:/s/ECMC/EeWdNs77op9GkSwSzL7VRFQB4wQ2sCMAkXQfFmkuNPhDJw?e=leIiMH) describes the features of well-being specific to faculty whose primary effort is education and offers systems-based recommendations to ensure that as faculty educators we can thrive and in turn so will our learners and ultimately our patients.
We are fortunate to work in an environment with many supports for educators. The IEE, the Office of Faculty Development, The Johns Hopkins Faculty Development programs and the Masters of Education in the Health Professions (MEHP) provide opportunities for faculty to develop expertise and be in community with other educators to share ideas, scholarship, and be recognized. And yet, the current climate in academic medicine places increasing pressures on faculty with fewer rewards for those who wish to focus their efforts on medical education.
Here are a few steps we can take to support our faculty who teach and mentor learners, design, implement and evaluate curricula, conduct educational scholarship and lead our educational programs: 1) continue supporting academic promotion of educators based activities done in the domains of education, and at Hopkins using recommendations of the Educator Competencies and Metrics Committee; 2) revise compensation models to recognize and reward the work of educators; 3) ensure that educators are included in decision-making around major SOM priorities and initiatives; and 4) measure educator well-being and satisfaction.
Expertise: General Internal Medicine, Internal Medicine
Primary Location: Johns Hopkins Bayview Medical Center, Baltimore, MD
Our systems for assessing performance and providing feedback to learners is changing with a greater emphasis on providing real-time assessments of directly observed behaviors to learners. These direct observations are intended to provide formative feedback to the learner. Over time, variation in patient presentation, disease and complexity, these assessments should form a portfolio that demonstrates evidence of learner progress, possibly the rate of progress, and area in which the learner may need additional development. For these assessments to be helpful to the learner and easy for the supervisor to complete, they must share a mental model about what constitutes a good and effective performance and what components are needed for the trainee to practice independently.
In Graduate Medical Education (GME) the ACGME (Accreditation Council for Graduate Medical Education) has utilized both “Competencies” and “Milestones” to help describe the abilities of our resident and fellow trainees over time to independent practice. For some, these terms are rather obtuse and not easily applied to every day observations and assessments in the workplace. More recently, Entrustable Professional Activities (EPA’s) have been operationalized as part of assessments in both GME and soon in Undergraduate Medical Education. EPA’s are units of work that a learner performs that can be directly observed. This is in contrast to competencies which are broad domains of ability such as medical knowledge, and milestones, which describe the progress of a learner across a domain from novice to expert. EPA’s are believed to be more applicable to day to day interactions as a supervisor inherently makes a decision with an individual learner how much (or how little) they will need to supervise and/or provide autonomy to an individual learner.
Expertise: Critical Care, Surgical Critical Care
Primary Location: The Johns Hopkins Hospital (Main Entrance), Baltimore, MD
We are educators and mentors for our trainees across many domains - in the classroom, lab, and life. We are gifted with a rich community of highly inspired and inspiring trainees. We must constantly value this privilege we have with our trainees.
Here are some thoughts:
You may find additional resources through the Institute of Excellence in Education website and by participating in IEE’s Foundations of Teaching and Learning course or the Summer Teaching camp.
What’s are some of the most important things you can do to enhance your learner’s experience early on in their time on your service?
Okay, now that you know how to start, you can build upon this foundation through accessing some of the IEE resources including the Foundations of Teaching and Learning course or the Summer teaching camp.
And (because this IS Johns Hopkins after all) remember that Sir William Osler said “I desire no other epitaph than the statement that I taught medical students in the wards, as I regard this as by far the most useful and important work I have been called upon to do.”
Expertise: Gynecology and Obstetrics, Maternal and Fetal Medicine, Multiple Gestations, Obstetrical Ultrasound, Obstetrics
Primary Location: The Johns Hopkins Hospital (Main Entrance), Baltimore, MD