Developing as a clinician-educator
As a resident, I’m building my skills as a teacher. My teaching is case-based, visual, and bedside-oriented — I try to help learners organize rapidly changing information, name the physiology that’s driving the picture, predict the response to an intervention, and deliberately reassess whether the patient changed in the direction we expected. Those habits apply across internal medicine, and they’re where my interest in critical care and I meet.
Didactics
Case-based talks, morning report, medical student teaching, ventilator physiology, and whiteboard frameworks that turn complex physiology into bedside decisions.
Shock Curriculum
A two-session ICU bootcamp for incoming interns and rising R2s on mixed shock, invasive hemodynamics, rhythm, ventilation, and escalation.
ICU Simulation
An interactive bedside trainer for deliberate practice — recognizing deterioration, choosing an intervention, and reassessing as clinical time advances.
Teaching framework
Organize
Define the problem through perfusion, preload, pump, afterload, obstruction, rhythm, oxygenation, and ventilator effects.
Predict
State what should happen after fluids, vasopressors, inotropes, rhythm treatment, sedation changes, or ventilator adjustments.
Reassess
Use examination, monitoring, laboratory trends, ultrasound, and invasive hemodynamics to determine whether the intervention worked.
Current teaching roles
Resident as Teacher Pathway
Participant in a two-year longitudinal clinician-educator curriculum focused on teaching skills, learner engagement, feedback, curriculum development, and preparation for a career in medical education.
Morning Report
Interactive, case-based sessions emphasizing diagnostic reasoning, prioritization, management decisions, and communication of uncertainty.
M3 Academic Half Day
Structured and participatory teaching for third-year medical students across internal medicine topics.
ICU Bedside Teaching
Real-time teaching in shock recognition, respiratory failure, ventilator physiology, arrhythmia, post-intubation hypotension, invasive hemodynamics, escalation, and reassessment.
Harish Ashok | Teaching Portfolio 