Clinic/PMU Expectations

This page is intended to give you a sense of what to expect before you start on service or join me in clinic. My goal is to create a learning environment that is challenging, supportive, and enjoyable. I want you to feel comfortable asking questions, sharing your reasoning, and taking ownership of your patients.

What you can expect from me

I will be present and engaged during our time together. I will share my reasoning, not just my conclusions. When I make a judgment call, I will explain what information I am weighing and where there is uncertainty.

I will adjust expectations based on your level of training and focus on helping you grow. I will give you direct and honest feedback, and at the end of each week on service together we will meet one-on-one (typically Friday afternoon, about 30 minutes) to review what is going well and where you can continue to improve. I take this seriously and will make this time a priority.

I am also an active researcher and enjoy involving trainees in academic work. If you are interested in research, education, or quality improvement, please come talk to me early.

What I expect from you

Come prepared and take ownership of your patients. You do not need to know everything, but you should understand the story before we meet. Do not just know the chart — know the person. Please do not simply read the HPI back to me. Learn what matters to the patient and family, including their social context, development, school, and challenges outside of the hospital.

Think out loud. When I ask a question, I am usually more interested in your reasoning than the answer. Tell me what you are considering, why you think it fits, and what you would do next. Uncertainty is expected; it is how we learn.

Pay attention to details. For medications, use generic names and report doses in both mg and mg/kg/day (for example, levetiracetam 200 mg twice daily [40 mg/kg/day]). Review the EEG. Look at the MRI. Develop your own assessment rather than relying only on reports or prior notes.

Most importantly, ask questions. If something does not make sense — a treatment decision, an EEG finding, or why we do things the way we do — ask. Those conversations are often the most valuable part of the rotation.

If something is not working, please tell me. I would much rather adjust during the rotation than have you finish feeling that you did not get what you came for.

My goal is that you leave this rotation not only knowing more about epilepsy, but thinking more like a neurologist: curious, thoughtful, precise, and always focused on the patient in front of you.