Clinical Focus


  • Internal Medicine

Academic Appointments


  • Clinical Assistant Professor, Medicine

Professional Education


  • MBA, Duke University Fuqua School of Business (2020)
  • Residency: University of California San Francisco Internal Medicine Residency (2023) CA
  • Medical Education: University of North Carolina School of Medicine (2020) NC

All Publications


  • Commotio Cordis in 2023 SPORTS MEDICINE Peng, T., Derry, L., Yogeswaran, V., Goldschlager, N. F. 2023; 53 (8): 1527-1536

    Abstract

    Since the nationally televised cardiac arrest of American National Football League player Damar Hamlin in January 2023, commotio cordis has come to the forefront of public attention. Commotio cordis is defined as sudden cardiac arrest due to direct trauma to the precordium resulting in ventricular fibrillation or ventricular tachycardia. While the precise incidence of commotio cordis is not known due to a lack of standardized, mandated reporting, it is the third most common cause of sudden cardiac death in young athletes, with more than 75% of cases occurring during organized and recreational sporting events. Given that survival is closely tied to how quickly victims receive cardiopulmonary resuscitation and defibrillation, it is crucial to raise awareness of commotio cordis so that athletic trainers, coaches, team physicians, and emergency medical personnel can rapidly diagnose and treat this often-fatal condition. Broader distribution of automated external defibrillators in sporting facilities as well as increased presence of medical personnel during sporting events would also likely lead to higher survival rates.

    View details for DOI 10.1007/s40279-023-01873-6

    View details for Web of Science ID 001020188900002

    View details for PubMedID 37382827

    View details for PubMedCentralID PMC10356869

  • Peak Performance: A Communications-Based Leadership and Teamwork Simulation for Fourth-Year Medical Students JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT Smithson, S., Beck Dallaghan, G., Crowner, J., Derry, L., Vijayakumar, A., Storrie, M., Daaleman, T. P. 2020; 7: 2382120520929990

    Abstract

    Medical education has traditionally been rooted in the teaching of health and disease processes, with little attention to the development of teamwork and leadership competencies.In an era of value-based health care provided by high-functioning teams, new approaches are needed to develop communication, leadership, and teamwork skills for medical students.We designed and piloted a simulation-based educational activity called Peak Performance that linked a workbook, which focused on self-reflection on communication and leadership skills, with professional coaching. The simulation scenario placed students in the role of an upper-level resident on an inpatient service, followed by a small group debrief with students, a clinical faculty member, and a professional executive coach. After the debriefing session, students were invited to complete a self-reflection workbook within 1 week of the initial simulation. The final element of the curriculum was an individualized session with an executive coach. Peak Performance was offered to all fourth-year medical students enrolled in the Social and Health Systems Science required course at the University of North Carolina School of Medicine.Pre-/post-self-assessments of leadership competencies were completed by students. Pre-simulation self-assessment scores ranged from 3.72 to 4.33 on a 5-point scale. The lowest scores were in "Managing Conflict" and "Managing Others." The highest score was in "Self-Awareness." The post-simulation scores decreased in every competency, with "Managing Others" dropping significantly from 3.72 pre-simulation to 3.36 post-simulation (0.31, Pā€‰<ā€‰.05). Satisfaction with the curriculum was high, as reflected by a Net Promoter Score of 91% ("excellent"ā€‰>ā€‰50%).A novel simulation-based educational activity linked to professional coaching is a feasible and impactful strategy to develop leadership, communication, and teamwork skills in medical students. Student insight and self-awareness increased as evidenced by a decrease in competency self-assessment after guided reflection and individualized coaching.

    View details for DOI 10.1177/2382120520929990

    View details for Web of Science ID 000545601800001

    View details for PubMedID 32637637

    View details for PubMedCentralID PMC7318812