Dr Michelle Feltes is a Clinical Assistant Professor of Emergency Medicine. She received her doctorate from Washington University in St Louis and completed her emergency medicine residency in the George Washington University Emergency Medicine residency program in Washington DC. She completed the Global EM Fellowship at Stanford and the Masters of Academic Medicine degree at the University of Southern California in 2018. She then stayed on as faculty at Stanford University in the department of Emergency Medicine with a focus on global health. Her academic work focuses on the development of international emergency medicine and medical education.
- Emergency Medicine
Clinical Assistant Professor, Emergency Medicine
Boards, Advisory Committees, Professional Organizations
Member, American College of Emergency Physicians (2012 - Present)
Member, Society of Academic Emergency Medicine (2016 - Present)
MACM, University of Southern California, Medical Education (2018)
Medical Education: Washington University in St Louis Registrar (2012) MO
Board Certification: American Board of Emergency Medicine, Emergency Medicine (2017)
Residency: George Washington University (2016) DC
- Basic Cardiac Life Support for Healthcare Professionals
EMED 201 (Aut)
- Re-Certification for Basic Cardiac Life Support for Healthcare Professionals
EMED 201A (Aut, Win, Spr)
Prior Year Courses
Experiences of Workplace Violence Among Healthcare Providers in Myanmar: A Cross-sectional Survey Study
2020; 12 (4)
View details for DOI 10.7759/cureus.7549
View details for Web of Science ID 000523464200005
Cross-Sectional Survey of Former International Emergency Medicine Fellows 2010-19.
The western journal of emergency medicine
2020; 21 (6): 225–30
International emergency medicine is a new subspecialty within emergency medicine. International emergency medicine (EM) fellowships have been in existence for more than 10 years, but data is limited on the experiences of the fellows. Our goal in this study was to understand the fellowship experience.The study employed a cross-sectional survey in which participants were asked about their demographics, fellowship program, and advanced degree. Participants consisted of former fellows who completed the fellowship between 2010-19. The survey consisted of both closed and open-ended questions to allow for further explanation of former fellows' experience. Descriptive analysis was conducted on the quantitative survey data while content analysis was conducted to ascertain salient themes from the open-ended questions.We contacted 71 former fellows, of whom 40 started and 36 completed surveys, for a 51% response rate (55.6% women). Two-year fellowships predominated, with 69.4% of respondents. Prior to fellowship, a subset of fellows spoke the native languages of their service sites: French, Spanish, Haitian Creole, Mandarin, or Kiswahili. Half the respondents spent 26-50% of their fellowship in field work, with 83.3% of institutions providing direct funding for this component. Many respondents stated a need for further institutional support (money or infrastructure) for fieldwork and mentoring. Non-governmental organizations comprised 29.7% of respondents' work partners, while 28.6% were with academic institutions in country, focused mostly on education, health systems development, and research. The vast majority (92%) of respondents continued working in global EM, with the majority based in American academic institutions. Those who did not cited finances and lack of institutional support as main reasons.This study describes the fellow experience in international EM. The majority of fellows completed a two-year fellowship with 26-50% of their time spent in fieldwork with 83.3% of institutions providing funding. The challenges in pursuing a long-term career in global EM included the cost of international work, inadequate mentorship, and departmental funding.
View details for DOI 10.5811/westjem.2020.7.45999
View details for PubMedID 33207170
Physicians in Myanmar Provide Palliative Care Despite Limited Training and Low Confidence in Their Abilities.
Palliative medicine reports
2020; 1 (1): 314-320
Background: Patients in low-income and middle-income countries (LMICs) have limited access to palliative care providers. In Myanmar, little is known about physician knowledge of or perceptions about palliative care. An assessment of physician practice and capacity to provide palliative care is needed. Objective: Our objective was to identify physician practice patterns, knowledge gaps, and confidence in providing palliative and end-of-life care in Myanmar. Design: This was a cross-sectional survey study. Setting/Subjects: Participants were physicians practicing in Myanmar who attended the Myanmar Emergency Medicine Updates Symposium on November 10 to 11, 2018 in Yangon, Myanmar (n=89). Measurements: The survey used modified Likert scales to explore four aspects of palliative care practice and training: frequency of patient encounters, confidence in skills, previous training, and perceived importance of formal training. Results: Study participants were young (median age 27 years old); 89% cared for terminally ill patients monthly, yet 94% reported less than two weeks of training in common palliative care domains. Lack of training significantly correlated with lack of confidence in providing care. Priorities for improving palliative care services in Myanmar include better provider training and medication access. Conclusions: Despite limited training and low confidence in providing palliative care, physicians in Myanmar are treating patients with palliative needs on a monthly basis. Future palliative care education and advocacy in Myanmar and other LMICs could focus on physician training to improve end-of-life care, increase physician confidence, and reduce barriers to medication access.
View details for DOI 10.1089/pmr.2020.0090
View details for PubMedID 34223491
Experience of Indian emergency physicians in management of acute poisonings
View details for DOI 10.1080/24734306
Teaching How to Teach in a Train-the-Trainer Program.
Journal of graduate medical education
2019; 11 (4 Suppl): 202–4
View details for DOI 10.4300/JGME-D-18-01014
View details for PubMedID 31428287
View details for PubMedCentralID PMC6697297