Refer to these examples to write a clear, engaging summary of your clinical expertise, research focus and teaching, training and mentoring responsibilities.
I am a physician board-certified in internal medicine and medical oncology. I care exclusively for adult patients diagnosed with acute leukemias, myelodysplastic syndromes, chronic myeloid leukemia, chronic myeloproliferative disorders and other bone marrow disorders. I care for people diagnosed with these illnesses who are hospitalized at Roswell Park Cancer Institute or who come to the leukemia service at Roswell Park for outpatient care.
I have an active translational research program. My research interest is focused on understanding more about the role of the immune microenvironment in facilitating persistent disease in acute myeloid leukemia. My goal is also to develop novel immunotherapeutic strategies for this disease. I invite interested students to my lab to collaborate with me in conducting research.
I am responsible for supervising, teaching and mentoring medical students, internal medicine residents and hematology/oncology fellows at Roswell Park. I lecture to the hematology/oncology fellows as part of their curriculum and to residents rotating on the leukemia service. My focus during these lectures is mainly myeloid malignancies. I also teach and train at the bedside with the fellows, residents and students who are on service with me, and I teach and train in clinic settings as well. Given my expertise, I am able to provide trainees with comprehensive knowledge about how to render the best possible care for individuals diagnosed with bone marrow disorders, a medically complex patient population.
I provide comprehensive care to patients in the neurological intensive care unit (NICU) who have sustained serious neurological injuries. These include stroke, intracranial hemorrhage, traumatic brain injury (TBI), prolonged seizures, infection, severe neuromuscular disease or spinal cord injury. I focus on ensuring optimal function of my patients’ supporting organs such as the heart, lungs and kidneys. By doing so, I mitigate my patients’ potential for secondary injuries and facilitate their neurological recovery.
I collaborate with a multidisciplinary critical care team that includes medical residents and fellows, advanced practice providers such as nurse practitioners and physician assistants, clinical pharmacists, physical and occupational therapists, social workers and case managers. As part of a team, I address the medical and neurological needs of my patients using evidence-based care protocols. I assess and care for my patients’ pain and comfort needs daily. I also plan for their medical care needs after their hospital stay, with attention to their post-hospital setting, e.g., their home or a rehabilitation facility.
I have broad research interests that complement the spectrum of patients I care for in the NICU. My research includes characterizing the molecular substrates for energy production in neurons and glial cells, and determining how those substrates may promote functional recovery after neurological injury. Clinically, my research is aimed at investigating how to feed, and what to feed, patients who sustain significant neurological injury, in order to increase the odds of a good functional outcome. (ICU nutrition has been shown to affect patient outcomes, and though it may be the safest among all the ICU interventions we undertake, it may be the most underutilized.)
My other research interests include TBI, the neurological impact of sepsis and the clinical outcomes of intracerebral and intraventricular hemorrhage.
I am also an educator. Education is a key component of my practice in the NICU, where I focus on daily bedside teaching. I teach trainees how to diagnose and care for patients who present with the syndromes listed above. I also teach the fundamental principles of neurocritical care, such as maintaining cerebral blood flow, and how to diagnose and manage intracranial hypertension and hydrocephalus. I teach using advanced neurosurgical and radiographic approaches and other neurodiagnositic techniques. Trainees also learn from me how to undertake invasive procedures that are commonly performed in the critical care setting. During daily rounds, I review and discuss with trainees essential doctrines of general critical care medicine, with a clear focus on evidence-based practice.