Everything here is teaching for the people who teach. It starts with talks, workshops, and teaching days. Programs that want to go deeper move on to audits, program design, and standing advice, all arranged by conversation. Every path ends at the same place: an inquiry. I reply within two business days.
The consulting work
01
Thework
01Start here
Faculty development workshop
Half or full day
What it is
One or more signature sessions delivered to your faculty group, on site or virtual, half day or full day. Built for the faculty you actually have rather than the ones in the literature.
Who it’s for
Program directors and clerkship directors. This is the engagement most program directors can approve on their own budget authority.
You walk away with
A rounding structure your faculty can use the next morning, language for feedback that doesn’t land as criticism, and a read on where your program’s teaching stands.
02
Leadership teaching day
Half or full day
What it is
A facilitated day of teaching for program leadership and faculty. Communication under pressure, meetings that end in decisions, feedback that changes behavior, and presenting to a clinical audience. Skills, not strategic planning.
Who it’s for
Division chiefs and program leadership teams, especially new program directors who are superb clinicians and have had zero training in leadership communication.
You walk away with
A leadership team that communicates like one, and specific language for the conversations they have been avoiding.
03
Mentorship program design
Four to eight weeks
What it is
A structured, multi-year mentorship program designed for your size, your specialty mix, and your resources. What to staff, what to sequence, and how to make it survive the person who started it.
Who it’s for
Program directors and GME leadership who are done relying on one generous faculty member.
You walk away with
A complete program design, delivered for your institution’s internal use, that your team runs without me. Built on more than a decade of designing, launching, and scaling mentorship structures in graduate medical education.
04
Faculty development curriculum audit
Two to four weeks
What it is
A review of how your institution currently invests in its teachers. Where development happens, where it only appears to, and what is missing. This is about faculty development programming, not your residency curriculum.
Who it’s for
DIOs, department chairs, and anyone holding a faculty development mandate on paper that is not yet real in practice.
You walk away with
A gap analysis and a design framework for how your institution develops its teachers, specific enough to act on without me.
05
Faculty development advisor
Monthly, three-month minimum
What it is
A standing monthly hour plus review of whatever you’re building between sessions. Teaching technique, faculty engagement, AI in education, communication. Not GME operations, not compliance.
Who it’s for
Leaders who want a thinking partner across an academic year rather than a single event.
You walk away with
Steady outside pressure on the thing that always slips to the bottom of the pile, and answers when you need them rather than at the next retreat.
Speaking and grand rounds
02
Speaking
The lighter, faster way in.
Grand rounds, keynotes, and conference workshops book faster and cost less than a consulting engagement. Most of the longer work here started as one talk that landed.
Most delivered
Bedside Rounding and Teaching
The signature session. How to teach at the bedside without losing the morning, build a rounding structure the whole team can follow, and keep the patient in the room. Adapted for teams with residents and for teams without.
Feedback That Changes Behavior
Why most clinical feedback fails, and what to do instead. Separating feedback from evaluation, handling the conversation nobody wants to have, and building a system that survives after the workshop ends.
Teaching and Supervising Advanced Practice Providers
Two sessions in one. Teaching skills for NPs and PAs, and the harder problem: preparing physicians to supervise and develop them. Built for groups where APP integration is outpacing the training that supports it.
SHM 2025 workshop
Onboarding That Works
A decade of building structured hospitalist onboarding, including a peer-mentorship and checklist model. What to front-load, what to sequence across the first three months, and how to tell whether any of it is working.
Also a design engagement
Building the Mentorship Program You Don’t Have
Career advisement usually lives in hallway conversations and one generous faculty member. How to build it into something structured and multi-year, and how to keep it running after its founder moves on.
Resident Development and the Struggling Learner
Most programs write a development plan after someone fails. This session covers the alternative: building development into the schedule as a rotation, identifying the resident who is not struggling yet, and creating milestones people can actually meet.
Most requested
AI for the Clinician-Educator
Case generation, feedback drafting, curriculum work, and the harder question of what to do about learners who are already three steps ahead of their faculty. Includes what a reasonable institutional policy looks like.
Widest audience
AI for Physician Productivity
Practical, tool-agnostic, no product to sell. Documentation, administrative load, correspondence, scholarly writing, and where these tools still fail. Built by a practicing physician for practicing physicians.
The eight run across four areas: teaching and rounding, developing your team, programs that build careers, and AI in practice and education. Every session is adapted to the group before it runs.
Formats
Grand rounds
45 to 60 minutes. Single topic, large audience, CME-eligible.
Half-day workshop
Three to four hours. Interactive, capped group, practice and feedback built in.
Multi-session series
Three to six sessions across a year. Sequenced for one department or cohort.
Program design
A longitudinal engagement to build and launch the program inside your institution.
International programs
The same work, further from home.
Medical schools and teaching hospitals outside the United States invite this work for the same reason programs here do. The people teaching clinically were never taught how to teach, and that’s the same problem in any language. The catalog travels as it is, and every session is adapted to how your teaching service actually runs before it is delivered.
The full catalog, on site or virtual
All eight sessions travel: bedside rounding, feedback, onboarding, mentorship design, supervising advanced practice providers, resident development, and both AI sessions.
Clinical teaching as it runs in US teaching hospitals
Rounding structure, supervision, and how learners are evaluated, taught to your faculty as faculty development. Useful for any program whose graduates go on to train abroad, and useful on its own terms.
Mentorship and career advisement program design
The same longitudinal structures, sized to your program and the people you have.
This is faculty development, built for faculty and program leadership. It isn’t application advising, and I don’t coach individual students on the residency match.
Every session is adapted before it runs, so what your group gets is never quite what is printed here. If you have a specific problem, describe it: a new APP cohort, faculty who have stopped giving each other feedback. I’ll tell you plainly whether I can build it or whether you want someone else. Custom work stays within the four areas above.
