stanford neurocritical care fellows

Specialty: Anesthesia. Why Critical Care Medicine? Dates: 7/20 - 6/21 I have spent the past 7 years training at Stanford through internal medicine residency, cardiovascular medicine fellowship, and now critical care fellowship. The unique fellowship structure—consisting of primarily medical ICU blocks (as a MICU fellow) in the first year, followed by dedicated time and experience in the neuro-ICU in the second year-- exposed me to a breadth of illnesses and diseases, and created a phenomenal learning environment. What’s your favorite rotation, and why? This fellowship provides a balance of clinical training in the intensive care units of St. Louis Children’s Hospital (SLCH) and exposure to … Cases are complex and challenging, with a great balance between autonomy and supervision when needed. Dr. Varun Shah is a neurocritical care fellow with academic interests in acute management of large vessel ischemic stroke, intraparenchymal hemorrhage and subarachnoid hemorrhage, quality improvement in healthcare and novel techniques in delivering effective undergraduate and graduate medical education. Many times there are difficult questions to be answered, like what makes their life important, or, unfortunately, sometimes even how they would like to die. Raymond Pashun (268) Stanford is particularly well-suited for this pursuit as a high-volume heart failure, mechanical circulatory support, and heart transplant center.. Push Boundaries. "I chose the Stanford Neurocritical Care Fellowship for its excellent clinical training, ample research opportunities (and flexibility to conduct research even during busy fellowship time), and the truly supportive environment to grow as a neuro-intensivist. PERIODS AVAILABLE: 1-16, except Christmas break, 4-9 students per period. Alberto Furzan (270) I enjoy caring for sick patients with interesting physiology, working with families to deliver consistent with patient's wishes, seeing them progress day after day, constantly learning new things, doing essential procedures, teaching trainees, running resuscitations, and managing airways. Finally, there is excellent support for training and implementing high-performance quality improvement projects, which many of us have taken part in. What’s your favorite rotation, and why? Neurocritical Care—I think I am biased! Dates: 8/20 - 7/21 PD controls the flow of what patients he wants to admit. As a specialist in emergency medicine, I get to see a little bit of everyone else's sickest patients, but only for a short period of time. The neurocritical care team provides 24 hour clinical coverage of the neurocritical care unit, the emergency room, and the other inpatient units at Stanford, caring for patients with primary neurologic illness, neurological complications of systemic illness, and neurological emergencies. Furthermore, the responsibility to guide and support our patient's and their families through what may be some of the most difficult times in their lives is often challenging, but is highly rewarding and meaningful. Having colleagues from these different fields has certainly helps active knowledge sharing, discussions and debates that broadens one's understanding of the science behind our daily clinical practice. It is very empowering to use point-of-care ultrasonography to make real-time treatment decisions. Why Critical Care Medicine? Apply the above knowledge for the diagnosis and treatment of patients with: Dr. Spencer Craven is a Neurocritical Care Fellow with academic interest in development of novel applications of transcranial doppler ultrasound, quality improvement in clinical education, and intensive care unit-related post-traumatic stress disorder. CSF-penetration, Specific considerations for patients with coexisting critical illness, e.g. What’s your favorite rotation, and why? I believe Stanford is a unique place where a Neurocritical Care fellow is trained at par with the fellows from other critical care medicine fields. The support, friendship and learning from both neurology and critical care colleagues of various backgrounds and disciplines further enhanced my learning experience during fellowship. DR. ACHAL ACHROL is Director of Neurovascular Surgery and Neurocritical Care at the Pacific Neuroscience Institute and Chief of the Glioma Surgery Program at the John Wayne Cancer Institute at Providence Saint John's Health Center in Santa Monica (Los Angeles), CA. The learning opportunities are endless. Varun Shah (272) Barinder "Ricky" Hansra (265) You work with great nurses and residents, taking care of patients with very unique pathology. Dates: 7/20 - 6/21 5 Medical-Surgical-Neuro ICU blocks SUH Neurocritical care as a recognized and distinct subspecialty of critical care has grown remarkably since its inception in the 1980s. During my time at Stanford, I felt confident in building relationships with my mentors who then supported me as I began my practice. **  Note: Amounts subject to change, https://med.stanford.edu/gme/diversity.html, Leadership Education in Advancing Diversity Program (LEAD), Stanford Diversity Programs for Residents and Fellows, Lewy Body Dementia Research Center of Excellence, Stanford Alzheimer's Disease Research Center, Telestroke and Acute Teleneurology Program, Improvement Capability Development Program, Lucile Packard Children's Hospital Stanford, Clinical Assistant Professor, Harbor UCLA Medical Center; Director of Inpatient Neurology; Associate Stroke Director, (Torrance, CA), Instructor, Stanford University School of Medicine (Stanford, CA), Neurointensivist, Mission Viejo Hospital (Mission Viejo, CA), Neurointensivist, Sound Critical Care (Tucson, AZ), Neurointensivist, Intermountain Medical Group (Salt Lake City, Utah), Neurointensivist, Mercy Medical Group (Sacramento, CA), Endovascular Neurologist, Banner Health (Phoenix, AZ), Neurointensivist, California Pacific Medical Center (San Francisco, CA), Understand how to treat acute neurological emergencies and manage all patients in the intensive care unit who are neurologically critically ill or have a neurological complication, Learn the principles of general critical care medicine, Gain proficiency in procedural skills related to critical care medicine, Learn to prioritize and triage competing care needs, Develop expertise in the diagnosis, management, and prevention of vascular neurological disorders, Learn from the diverse neurological disorders seen in various patient populations, Gain an understanding of the process of clinical research and the critical evaluation of the literature, Acquire skills to teach neurology to medical students, interns, neurology residents, and physicians of other disciplines, Develop a sense of purpose with regard to ethical and humanistic aspects of care, with an emphasis on compassion and respect for patient-centered values, Physiology of cerebral blood flow, metabolism and intracranial pressure, Pathophysiology and treatment of increased intracranial pressure, altered cerebral blood flow states and coma, Neurological examination techniques, including examination techniques for a comatose patient, Neurosurgical and neurology imaging techniques, Various neuro-monitoring techniques and their use in guiding hemodynamic therapy, Ventilator management for brain injured patients, Hemodynamic management for patients with brain or spinal cord injuries including fluid resuscitation and vasopressor therapy, Airway management with special focus on patients with reduced level of consciousness, cranial nerve impairment and patients with traumatic brain, facial and cervical spine injuries, Sedation regimens, scores, weaning and special considerations in neurocritical care patients, Special considerations of pain management in neurocritical care patients, Management of fluid, acid-base, and electrolyte disturbances, Management of nutrition including routes, indications and ability to create basic nutritional plan, Basic infection control risks, strategies to prevent and treat ventilator associated pneumonia, urinary tract infections, central venous line infections and surgical wound infections; demonstrate basic knowledge of antibiotic therapy, groups of antibiotics, neuro-specific considerations e.g.

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