Illinois Medicine

required M3 clerkship in emergency medicine that began last year. He also teaches professionalism and ethics in the M2 year. tudor tries to provide as many extracurricular opportunities for students as he can, such as inviting them to the eM residency's monthly journal club, in which students learn to read and critique articles on emergency medicine using an evidence-based model. further, he has been a leader in incorporating emer- gency medicine into medical school curriculum, a goal that he says would give it the same stature as other, more traditional specialties. tudor spends half his working life in the chaos of a typical emergency room, while the other half is spent meeting with students, doing research, at- tending meetings of hospital committees and writing letters of recommendation. "I think I can speak for most of the class when I say that dr. tudor is a great role model," says angelo Perino, Md '14. "He is passionate about his field even after years of tireless practice and still finds the time to share his passion with students. I hope to emulate in my own practice his sincere compassion for the pa- tients he treats. … dr. tudor doesn't write anything off and gives every patient the attention you want given to your own family member." ganesh nagaraj, Md '14, affirms tudor's constant involvement in improving his chosen field. "apart from involvement in the clinical training of students and residents, he is also frequently sought after for extracurricular events." nagaraj says. for example, tudor recently accepted an invitation to an event focused on personal relationships in the context of medical school and beyond. "revealing once again how generous he is with his time, he gladly accepted," nagaraj adds. In each case, teachers' approaches and tech- niques within the specified curriculum differ some- what, in harmony with each instructor's personal and intellectual view of how to impart knowledge. yet, all have certain characteristics in common. the first, of course, is that they love to teach. It's less a job, more a calling. they all go beyond what is required of them, meeting with students constantly, setting up extracurricular learning opportunities, and staying atop new developments in clinical medi- cine so that their students do as well. their personal lives are often second to their students' lives. Lieska, for example, famously donates his time and, often, hospitality to every fundraiser and char- ity for which his students solicit him. He regularly donates himself and his culinary skills as an auc- tion item for student-led charity fundraisers and is always the top-selling item. and for years he offered free tango lessons to any and all students who were interested. Which may mean there are many good physicians who can also dance, thanks to him. 28 | S U M M e R 2 014 Baptist says he has never given students an answer outright but will give them a "sense" of the disease presented so they can hone their diagnostic skills. Baptist also recaps everything he presented in the previous lecture, gives a quiz to measure their level of understanding and moves forward based on the results. His students also see many photographs of diseases and are asked to reach a diagnosis based on the images. "What makes dr. Baptist's (teaching) stick is the fact he clearly just loves pediatrics and teaching about pediatrics," Puetz says. "He teaches everyone at every opportunity. His classes are conversations, never lectures. each class will start with a similar structure but, because his interactions with students drive the class conversation, I guarantee there's no way he's had the same class twice. "there has probably never been a livelier class- room at that time of the morning in any hospital, anywhere," Puetz adds. "His energy is absolutely infectious, and you just know that he is so excited to share the world of pediatrics with everyone." a walking encyclopedia on pediatrics, Baptist simply says, "What's the use of having all that knowl- edge if you don't share it?" He adds that he works to keep lectures interactive. "from day one I emphasize that I am teaching you, but you need to question anything you don't understand," he says. "also, if I say something that's controversial, if you doubt it, challenge me. this happens quite a bit." M4 — the end of the begInnIng gregOry tudOr, Md, is another first-time golden apple award recipient who conducts the M4 elec- tive clerkship in emergency medicine at the College of Medicine's Peoria campus. He also has been the director of medical student education for the Peoria campus emergency medical group for 15 years. In their rotations, his students are exposed to the emergency department to gain a better understand- ing of the non-differentiated patient with no diag- nosis, history or physical workup. He believes the "front-line" experience of emergency medicine gives M4 students a much better idea of where patients often start. tudor stresses professionalism, an aspect of medical practice he believes has gotten somewhat lost in the modern landscape. "I try to emphasize to students the privilege of caring for patients and all as- pects of care, especially in emergency medicine," he says. "sociological pressure on medicine has almost turned it into a consumer venture, and I take that as a personal affront because medicine is so different. I tell students they are held to a higher standard." In addition to the considerable time he spends with students, tudor spearheaded a push to create a G re g o r y tu d o r P e o r i a "sociological pressure on medicine has almost turned it into a consumer venture, and I take that as a personal affront because medicine is so different. I tell students they are held to a higher standard."

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