As an Internal Medicine-Pediatric (Med-Peds) hospitalist at Cincinnati Children’s, I care for children and adults. I help diagnose and manage patients and their families while they are admitted to the hospital. I also work at the University of Cincinnati Medical Center.
Education is the lens through which I view clinical care. I want families and patients to understand their health and how to improve it. By sharing information and answering questions, I hopefully earn the trust of patients and empower them to care for themselves.
Many role models over the years inspired my approach to care. These leaders taught me — and are still teaching me — to serve others and ensure their needs are central to all decision making.
Being in the hospital is stressful. The last thing families need is the added stress of worrying if they can approach me or any other doctor or nurse caring for their child. The greatest compliment anyone could give me is that they felt comfortable with my care and were not afraid to ask me questions.
At Cincinnati Children’s, we use a team approach to care. We all have the same goal: to see patients improve, recover and return home. The more we include all team members — including the family — and leverage everyone's strengths, the better care we can all deliver.
I love working with residents and students to teach and help them grow as physicians. My research interests mostly include how optimizing the education and assessment of trainees can be used to improve the care and outcomes of patients. I currently serve as an Associate Program Director for the Internal Medicine Residency program and I co-direct the clinical skills course for 1st and 2nd year medical students. I have furthered my own education by finishing a Masters of Medical Education in 2017 and this upcoming academic year I will be part of a year-long education research fellowship called Education Research Scholars Program.
I am humbled to have received four Apple Teaching Awards and an Excellence in Mentorship award for my role as a faculty member at the University of Cincinnati College of Medicine.
In my free time, I love to hike, cycle, golf, and travel. My bucket list includes a visit to every national park in the U.S. I also enjoy listening to podcasts and audiobooks. My wife is a general pediatrician in the Cincinnati area and we have two young daughters.
BS: Murray State University, Murray, KY, 2006.
MD: University of Louisville School of Medicine, Louisville, KY, 2010.
Residency: Combined Internal Medicine / Pediatrics, University of Cincinnati Department of Internal Medicine and Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, 2014.
Chief Residency: Department of Pediatrics-Internal Medicine, University of Cincinnati Department of Internal Medicine and Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, 2015.
Certification: American Board of Pediatrics, 2014; American Board of Internal Medicine, 2014.
Fellowship: IMSTAR Medical Education Fellowship.
Postgraduate Education: Masters of Medical Education, University of Cincinnati, Cincinnati, OH, 2015-2017.
A Reliability Analysis of Entrustment-Derived Workplace-Based Assessments. Academic Medicine. 2020; 95:616-622.
TRainee Attributable & Automatable Care Evaluations in Real-time (TRACERs): A Scalable Approach for Linking Education to Patient Care. Perspectives on Medical Education. 2023; 12:149-159.
Developing the Expected Entrustment Score: Accounting for Variation in Resident Assessment. Journal of General Internal Medicine. 2022; 37:3670-3675.
The education passport: connecting programmatic assessment across learning and practice. Canadian Medical Education Journal. 2022; 13:82-91.
Improving trainee clinical documentation through a novel curriculum in internal medicine. Journal of hospital medicine (Online). 2022; 17:28-35.
Effect of Bedside Compared With Outside the Room Patient Case Presentation on Patients' Knowledge About Their Medical Care. Annals of Internal Medicine. 2022; 175:W1.
Coproducing the Learning Environment: Lessons Learned from a Year of Near-Peer Teaching. Journal of Medical Education and Curricular Development. 2022; 9:23821205221096288.
Warnings in early narrative assessment that might predict performance in residency: signal from an internal medicine residency program. Perspectives on Medical Education. 2021; 10:334-340.
Blending Virtual and In-Person Simulation Encounters to Teach Clinical Skills to Preclerkship Medical Students during the COVID-19 Pandemic. Southern Medical Journal. 2021; 114:815-816.