The majority of my teaching efforts are focused on teaching statistics and research methods to medical students, residents, fellows, and clinical faculty. At the beginning of many lectures, I open with a quote from statistician Sam Wilks, who is paraphrasing commentary from H.G. Wells’ Mankind in the Making, “Statistical thinking will one day be as necessary for efficient citizenship as the ability to read and write.” I have taken this concept to heart and focus my lectures not simply on teaching which statistical tests does what, but framing lectures so that my students know that the ultimate goal is to improve their “research literacy.” The underlying skill of research literacy is critical thinking, so that the students can 1) understand research reported in professional journals and by the popular press; 2) critically assess the research of others; 3) construct their own research questions; and 4) use evidence-based results to advance their medical practice. With the wide availability of medical information to both clinicians and patients, it is even more vital that clinicians be able to digest and critique medical research that is reported so that they can best discuss it with, and use it to care for, their patients.
I teach statistics and research methods in a variety of fora: I conduct annual reviews for residents ahead of their in-training exams, organize intense research “boot camps” for fellows, lead multi-lecture seminar series for faculty, and provide one-on-one mentorship to all clinicians and trainees interested in conducting research. Even though my evaluations are very positive, I always strive to improve my teaching approach and ability to communicate effectively with students. I regularly revise the material to make sure it adequately balances covering advanced topics without being cumbersome and reviewing more basic material without being repetitive. One approach that I have begun to use is to incorporate examples from published medical articles in anesthesiology lectures; these “real world” examples seem to help student understanding and engagement.
Research Methods and Statistics
Biopsychosocial Perspectives on Health and Aging
Methodology of Twin and Family Studies
1. Cole DC(f), Giordano CR, Vasilopoulos T, Fahy BG. Resident Physicians Improve Nontechnical Skills When on Operating Room Management and Leadership Rotation. Anesthesia & Analgesia. 2017 Jan 1;124(1):300-7.
2. Fahy BG, Vasilopoulos T, White P, Culley DJ. Academic Productivity of Accreditation Council for Graduate Medical Education–Accredited Critical Care Fellowship Program Directors. Critical Care Medicine. 2016 Dec 1;44(12):e1194-201.
3. Evans FM, Mallepally NR(g), Dubowitz G, Vasilopoulos T, McClain CD, and Enneking FK. Factors Influencing Anesthesia Residency Selection: Impact of Global Health Opportunities. Canadian Journal of Anesthesia/Journal canadien d’anesthésie. 2016 Jun 1;63(6):674-81.
4. Vasilopoulos T, Chau DF, Bensalem-Owen M, Cibula JE, Fahy BG. Prior Podcast Experience Moderates Improvement in Electroencephalography Evaluation After Educational Podcast Module. Anesthesia and analgesia. 2015; 121 (3): 191-794.
5. Fahy BG, Bensalem-Owen M, Vasilopoulos T, Cibula JE, Ozrazgat-Baslanti T, Chau DF. Podcast Model for Medical Student Electroencephalogram Instruction. Medical Science Educator. 2015 Jun 1;25(2):113-7.
2016 Exemplar Teacher Award, College of Medicine, University of Florida
Certificate in College Teaching, Schreyer Institute for Teaching Excellence, Pennsylvania State University
University of Florida
Research Design Bootcamp for Fellows, Instructor
Research seminar series for Faculty, Fellows and Residents, Instructor
Statistics review for Residents’ In Training Examinations, Instructor
Biological Basis of Behavior (undergraduate course), Instructor
University of Chicago
Research Literacy (Psychiatry resident course), Co-Instructor
Introduction to Research Methods and Statistics (Psychiatry resident course), Co-Instructor
Pennsylvania State University
Health and Human Sexuality (undergraduate), Instructor