Background: I graduated from Grant Medical College in Bombay, India. Subsequently, I did my residency in adult psychiatry at the Cleveland Clinic Foundation and fellowship in child and adolescent psychiatry at Harbor-UCLA medical center. I then went to work as a researcher at the University of Edinburgh with persons who were at high risk for schizophrenia. After that I worked at a school for children with autism and learning disabilities, which helped me understand how different people learn and the styles that work for each individual. My interest in teaching medical students started as a resident. In my private practice I started teaching medical students. It was a clinical model of teaching that simulated how psychiatry is practiced in the real world. At Stanford, I developed and now run the adolescent psychiatric locked inpatient unit. I developed the teaching program for the fellowship program and teach first-year fellows in the child and adolescent fellowship.
My mentors and teachers have made a difference in my professional life. The ones I remember are the ones that instituted changes in me. Change is a memory altering experience. We all need to know what motivates us. Mine is from wanting to teach in a manner that is effective, but at the same time respond to the needs and acknowledge both my limitations as well as the mentees ' limitations. It takes years of learning and patience: some say it takes 10 years. They say that with every child born a mother is born. This analogy hold true for the students we teach. They mold and dictate how we should teach them. The medical student can be like the tabula rasa, the blank slate. Care and thought should be put in how and what you teach them.
My model of teaching was based using the principles modeling, coaching, scaffolding and reflection, articulation and exploration. It was similar to some of the principles of Cognitive apprenticeship. This allowed them to be passive yet active listeners in vivo. My desire to expose them to a real clinical practice stemmed from my own limited exposure to Psychiatry.
Why peer coaching? At the SOM we are part of a bigger community of medical educators at Stanford University. I see peer coaching as a collaboration where we create ties with others and open our eyes to areas, which previously have eluded us. I see learning and teaching as a simultaneous process. To constantly change despite having limitations is an ongoing process. Mentoring is an art form. It is based on a set of principles that in some part draw from behavior. As a psychotherapist, my ability to observe, analyze and make interpretations that communicate to the other in making change is powerful and yet, a long process. The process of relational work in matching a mentor with mentee can be complex. Having said that, mentoring is an ongoing process. It will further enhance my own sense of professional skill and efficacy. It will keep me abreast of best practices in teaching and learning. I look forward to fostering mutual learning and development for both of us involved in the process.
My strength is analyzing, reflecting teaching active learning techniques. Though I can be direct in my style I am seen as being warm, kind and compassionate.
Fun fact: One of my dear friends and colleagues asked me what is happiness for me. Happiness for me is tangible I told her and it is a sense of well being after my morning latte. However, I love to travel and immerse in the culture. To keep my sanity I meditate and chant. However, I engage in non-mindful meditations like Spinning. I am married with two children.
Skills Focus Area(s)
- Preparing an engaging lecture
- Facilitating discussion
Instructional focus area(s)
- Lecture
- Small group
- Bedside
