Professional Portfolio

Kristopher Roy Maday, MS, PA-C, CNSC

Table of Contents

I. CONTACT INFORMATION...... 1

II. EDUCATION...... 2

III. ACADEMIC EXPERIENCE...... 3 Academic Appointments

IV. CLINICAL EXPERIENCE...... 4

V. HONORS AND AWARDS...... 5

VI. PROFESSIONAL CERTIFICATIONS...... 6

VII. PROFESSIONAL DEVELOPMENT AND TRAINING...... 7

VIII. PROFESSIONAL MEMBERSHIPS...... 8

IX. PERSONAL PHILOSOPHY OF TEACHING...... 9

X. TEACHING METHODS AND STRATEGIES...... 10

XI. TEACHING RESPONSIBILITIES...... 12 Courses

XII. LEARNER FEEDBACK...... 15

XIII. SERVICE EXPERIENCE...... 16 National Regional University

XIV. SCHOLARLY CONTRIBUTIONS...... 19 Publications

XV. MEDIA REFERENCES...... 20

XVI. SOCIAL MEDIA AND INNOVATIVE SCHOLARLY WORK...... 21

May 2016 Contact Information

Work University of Alabama at Birmingham School of Health Professions Physician Assistant Program 1720 2nd Avenue South SHPB 485 Birmingham, AL 35294-1212 (P) – 205-996-2656 (F) – 205-934-3780 Email – [email protected]

Home 333 Emerald Lane Chelsea, AL 35043 (H) – 205-621-3509 (C) – 205-478-0554

Research Gate Profile https://www.researchgate.net/profile/Kristopher_Maday

ORCID ID 0000-0003-0831-1404

May 2016 Page 1 Education

Aug 2013 – Present Doctor of Philosophy in Nutritional Science (Candidate) School of Health Professions Department of Nutrition University of Alabama at Birmingham Birmingham, AL

Aug 2005 – Dec 2007 Master of Science in Physician Assistant Studies School of Health Professions Department of Clinical and Diagnostic Sciences University of Alabama at Birmingham Birmingham, AL

Aug 1998 – May 2003 Bachelor of Science in Kinesiology School of Public Health Department of Kinesiology University of Maryland College Park, MD

May 2016 Page 2 Academic Experience

Jan 2014 – Present Simulation Expert II Office of Interprofessional Simulation University of Alabama at Birmingham Birmingham, AL Duties Assist in training personnel throughout UAB hospital and UAB campus in simulation related educational activities.

Sept 2012 – Present Academic Coordinator Physician Assistant Program University of Alabama at Birmingham Birmingham, AL Duties Curricular mapping of the 16-month didactic portion of the program to meet ARC-PA standards. Scheduling and coordinating all didactic courses. Liaison for Disability Support Services (DSS) at UAB for the PA program. Maintain individual semester, as well as entire cohort, grade book to identify potential “at-risk” students. Track “at-risk” students through tenure with program and meet with students to discuss strategies for improvement.

Jan 2011 – Present Assistant Professor Physician Assistant Program University of Alabama at Birmingham Birmingham, AL Duties See “Teaching Responsibilities” section

Jan 2008 – Dec 2010 Invited Guest Speaker Surgical Physician Assistant Program University of Alabama at Birmingham Birmingham, AL Duties Gave lectures on ICU Management, Electrolyte Disorders, Endocrine Disorders, GI Disorders, Cardiac Disorders, and Lipid Disorders

Jan 2008 – Dec 2010 Clinical Preceptor for Trauma Rotations Surgical Physician Assistant Program University of Alabama at Birmingham Birmingham, AL Duties Precepted UAB PA students for Trauma rotations at UAB Hospital. Gave daily lectures on specific injury management and ICU care.

May 2016 Page 3 Clinical Experience

Aug 2015 – Present University of Alabama at Birmingham Hospital Urgent Care Supervising Physician – Rita Goyal, MD Duties Providing medical care to patients in a 12 bed urgent care facility as well as provide transition medical care to patients after discharge from the hospital.

Sept 2010 – July 2015 Cullman Regional Medical Center Emergency Department Supervising Physician – Josiah Daily, MD Duties Providing medical care to patients in a 28 bed emergency department of a 145 bed regional hospital in rural Alabama. Annual ED census ~50,000.

Jan 2011 – Sept 2012 University of Alabama at Birmingham Hospital Department of Nutritional Sciences Supervising Physician – Jamy Ard, MD Duties Provided inpatient nutrition consultations at a regional academic hospital and Veterans Administration hospital for both medical and surgical services. Provided recommendations for nutritional support in critically ill patients and interpreted indirect calorimetry.

Oct 2008 – Sept 2009 Shelby Baptist Medical Center Emergency Department Supervising Physician – Everett Simmons, MD Duties Providing medical care to patients in a 20 bed emergency department of a 206 bed hospital in Alabama. Annual census ~50,000.

Jan 2008 – Dec 2010 University of Alabama at Birmingham Hospital Department of Surgery Section of Trauma, Burns, and Surgical Critical Care Supervising Physician – Donald Reiff, MD Duties Providing medical care to a 28 bed intensive care unit reserved for trauma, burn, and surgical critically ill patients. Provided 1st assist services in both scheduled and emergency trauma surgical cases.

May 2016 Page 4 Honors and Awards

2016 University of Alabama at Birmingham School of Health Professions Excellence in Teaching Award

2015 Physician Assistant Education Association Nominated for the Rising Star Faculty Award

2014 Pi Alpha National Honor Society for Physician Assistants Inductee

2014 Physician Assistant Education Association Nominated for the Rising Star Faculty Award

2014 University of Alabama at Birmingham Graduate Dean’s Award for Excellence in Mentorship

2010 University of Alabama at Birmingham PA Program Surgical Preceptor of the Year Award

May 2016 Page 5 Professional Certifications

Aug 2013 – August 2015 Advanced Cardiac Life Support Instructor Certification

May 2010 – May 2015 National Board of Nutritional Support Certification #2228342

Jul 2009 – Jul 2013 Advanced Trauma Life Support Certification

Mar 2009 – Mar 2013 Advanced Burn Life Support Certification

Apr 2009 – Apr 2013 Fundamentals of Critical Care Support Certification

Jan 2008 – Present National Commission on Certification of Physician Assistants #1081183

Jan 2008 – Present State of Alabama #PA-563

Jun 2006 – Present Advanced Cardiac Life Support Certification

Jun 2006 – Present Basic Life Support Certification

May 2016 Page 6 Professional Development and Training

2016 University of Alabama at Birmingham Center for Teaching and Learning Teaching Innovation Certificate Program

2014 University of Maryland School of Medicine International Faculty Development and Teaching Course

2014 University of Alabama at Birmingham Center for Teaching and Learning Effective Teaching Practice Certificate Program

2013 Harvard University Center for Medical Simulation Comprehensive Instructor Workshop

2012 University of Alabama at Birmingham School of Health Professions EXCEL Teaching Enrichment Certificate Program

2012 University of Alabama at Birmingham Department of Training and Development Supervisor Training – Achieving Results (STAR) Program

2011 American Academy of Physician Assistants Annual CME Conference Speak Like A Pro Seminar

2011 Physician Assistant Education Association Annual Education Forum Basic Skills Faculty Workshop

May 2016 Page 7 Professional Memberships

Jan 2011 – Present Physician Assistant Education Association Fellow Member

Mar 2010 – Present Alabama Society of Physician Assistants Fellow Member

Sept 2009 – Sept 2012 Eastern Association for the Surgery of Trauma Associate Member

Aug 2009 – Aug 2012 American College of Surgeons Affiliate Member

July 2009 – Present American Society of Parenteral and Enteral Nutrition Fellow Member

Feb 2009 – Jan 2014 Society of Critical Care Medicine Healthcare Professional Member

Jan 2008 – Present American Academy of Physician Assistants Fellow Member

May 2016 Page 8 Personal Philosophy of Teaching

Being a professor in medicine revolves around two core concepts: teaching the fundamental concepts of medicine in the classroom and teaching the art of medicine in the clinical setting. One is not more important than the other, and both are vital in training physician assistants. The new student, at first, is excited to venture down this new path of learning, but often becomes overwhelmed by the amount of information that is required to know. It is my job to not only focus this initial energy on the task at hand, but to foster their passion for learning and keep them just as interested in the last topic as they were in the first. H.L. Mencken describes a teacher in his Teaching, Enthusiasm, and Pedagogy by saying: “He thinks that it is important and valuable for to know; given the slightest glow of interest in a pupil to start and he will fan that glow to a flame.” Socrates further reinforced this principle by saying “education is the kindling of a flame, not the filling of a vessel.” By bellowing my students “flame” for learning, I hope to transform them to a limitless “vessel”. The art of medicine can mean different things to different people and it is, and always will be, in a state of constant change. Although the basic principle of treating illness has not changed over the centuries, the tools available to practice medicine have. The new generation of physician assistants is extremely technologically savvy and has come to rely more heavily on tests and scans. Thus, technology is making the physical exam more and more obsolete in the eyes of today’s students and takes them farther and farther away from direct patient care. I, in contrast, remain a zealous supporter of the physical exam because it brings the physician assistant closer to the patient. The word clinician, after all, is derived from the French clinique, which means “at the bedside.” You cannot be an effective clinician and expect to succeed, if you don’t truly want to be at your patient’s bedside. The most important thing my students learn is that clinical medicine is first and foremost about the patient. I try to instill in my students that, although it is the patient seeking help, it is not a physician assistant’s right to be at the bedside; it is a privilege. Numerous patient questionnaires have been researched as to what separates competent from extraordinary physicians. Most say that the bedside manner is what really strikes home for patients. I find this unfortunate that the difference between adequate and great clinicians is something that should be innate in all medical professionals. I strive to make this an embedded part of all my students’ clinical education. I explain that it is not what we know that will impact patients the most, but whether we treat patients like a human beings and not diseases. Paracelsus, a 16th century physician, said, “The art of medicine cannot be inherited, nor can it be copied from books…” This statement sums up why I teach in medical education. It is not about trying to know all there is about medicine, nor is it about the prestige of working in medicine. It is about the patient, the practitioner, and the problem. Too often I see doctors and physician assistants referring to patients by their problems or disease. I believe that this further removes us from treating the patient and relegates us to treating problems. My greatest satisfaction as a professor is to not only give my students the knowledge to identify and treat a disease, but to impart the professionalism to become a clinician and treat the person.

May 2016 Page 9 Teaching Methods and Strategies

There are three years of medical education for physician assistants. It has been compared to trying to take a drink of water from a fire hose. One of the founding principles of the physician assistant is to be a well-rounded clinician and because of this tenet, my students need to be exposed to a voluminous amount of information. There are classroom-based basic medical science courses, hands-on lab instruction for physical diagnosis, and outside self- learning in the hospitals. My goal is to be involved in each stage of learning throughout the program. This will not only allow me to follow their growth, but also to continuously assess retainment. The first semester of year one is mainly basic science. They have anatomy, physiology, pathology, and clinical laboratory medicine. Although my exposure to the class is limited in the first semester, I try to emphasize the importance of the classes they are in. It is during this semester that the foundation for their critical thinking is started. I instill in my students that a good clinician is not somebody who can memorize textbooks, but rather someone who understands the pathophysiology of the disease. If they can see the anatomical relationships, how the physiology of the organ systems are altered, and the pathological changes of the disease, then diagnosing and treating the disease process is much easier. This is evident by the way I teach electrolytes to them. I focus not on the condition, i.e. hypernatremia or hypokalemia, but what physiologic derangements occur to produce this dysfunction. By seeing and understanding the changes that happen, the simpler it is to grasp the condition. The second and third semester is when the students are really first introduced to clinical medicine. They learn how to perform comprehensive physical exams, elicit in depth histories, and start to put together everything they learned in the previous semester. My main goal for this semester is to instill in the students the core philosophy of Thomas Bayes’ theorem of clinical reasoning in development of their critical thinking and diagnosis: 1. Using the patient’s chief complaint to generate a running differential diagnosis 2. Determine relevant and irrelevant data from the differential diagnosis 3. Perform physical exam maneuvers and order tests to test the hypothesis in the differential diagnosis The most efficient way to train students to think this way is with case scenarios. I give them a presentation of a patient, and I let the entire class guide themselves to the diagnosis. I want them to ask me what information they want, so they can start to develop their own system of interviewing. I believe that by doing this in a group setting, it will stifle some of the initial fear of hospital rounding. I call on my students, by name in front of the class, to give me what questions they would ask this patient, what physical exam maneuvers they would perform, what studies they would order, and finally how they would treat the condition at hand. Albert Bandura’s social cognitive and social learning theories are instrumental in this approach: 1. People learn through observation 2. Mental states are important to learning 3. Fear prevents performance and an expectation of fear makes the environment more daunting I try to simulate teaching hospital rounds, as close as possible, to begin to calm their nerves and focus under pressure before they are put in this situation during their clinical year. My philosophy of understanding the pathophysiology of disease is reiterated during the physical diagnosis labs. I explain to them that practicing medicine is not like checkers, where the opponents are reacting to each other’s moves, but like chess. The clinician must make

May 2016 Page 10 Teaching Methods and Strategies decisions not based on where the pieces are, but rather where they anticipate the pieces will be. When a student is empowered with understanding, instead of facts, they at least have a shot at deriving the right answer when the facts are not evident. This understanding also enables the student to solve problems not previously encountered by thinking through the situation instead of trying to recall facts. When I am teaching orthopaedic physical diagnosis and demonstrating maneuvers for assessing specific structures, I ask them to think about what forces they are applying and what anatomic structures would inhibit this. If the student feels laxity in a joint, they can deduce what structures could be injured, as opposed to memorizing the maneuvers that test specific structures. The final didactic semester is focused on finishing the clinical medicine lecture series and preparing the students for their clinical year. This last semester I try to focus on 4 main goals: 1. Inspire professionalism 2. Develop clinical reasoning to discern relevant from irrelevant clinical data 3. Develop proper oral presentation skills 4. Understand the team approach to medicine I explain that although they will be “at the bottom of the food chain” in the hospital setting, they are still part of the patient’s team and everybody’s input is important. I share with them stories from my, as well as my colleagues’, formative years as a student and the cases in which we caught something that the medical students, residents, and even the attending physician missed. I explain that everything a patient tells them is important and it is their job to sift through the mud and find the gold nugget that will explain what is happening with their patient. This is brought out in the oral group presentations. Students stand in front of a small group of their peers and present a case, as if they were in the hospital. It is up to the presenter to provide the pertinent information about their patient, the physical exam findings, studies, and then formulate a treatment plan for that information. This allows the student to develop their clinical reasoning, receive constructive criticism, and practice in a non-hostile environment before going out onto clinical rotations. Throughout the didactic year, my students are exposed to not only the classroom instruction but also clinical training. This dichotomous approach keeps the focus on learning and allows the students to experience their own progression. By combining these two philosophies, I am able to mold my students into competent physician assistants.

May 2016 Page 11 Teaching Responsibilities

PA606: Clinical Medicine I Physician Assistant Program – University of Alabama at Birmingham Spring 2011-Present Role: Course Master Credits: 4 Course Description: This course prepares physician assistant students to critically evaluate, diagnose and treat conditions and disorders in cardiovascular medicine, pulmonology, ENT, infectious disease, dermatology, gastroenterology, neurology, and oncology. Responsibilities: I am responsible for giving lectures, coordinating guest lecturers, constructing and presenting case scenarios, and developing examinations commensurate with the information taught in class.

PA607: Clinical Medicine II Physician Assistant Program – University of Alabama at Birmingham Fall 2011-Present Role: Course Master Credits: 6 Course Description: This course prepares physician assistant students to critically evaluate, diagnose, and treat conditions and disorders in nephrology, endocrinology, nutrition, obstetrics, gynecology, and pediatrics. Responsibilities: I am responsible for giving lectures, coordinating guest lecturers, constructing and presenting case scenarios, and developing examinations commensurate with the information taught in class.

PA608: Surgical Disease I Physician Assistant Program – University of Alabama at Birmingham Fall 2011-Present Role: Block Lecturer Credits: 3 Course Description: This course prepares physician assistant students to critically evaluate, diagnose, and treat conditions and disorders in general surgery and orthopaedic surgery. Responsibilities: I am responsible for lecturing and developing the exam for the liver, biliary, pancreatic, and splenic disorders section. I also developed the entire orthopaedic surgery lecture series, which is a 3-week block, and is used as a template for our guest speakers in this section.

PA609: Surgical Disease II Physician Assistant Program – University of Alabama at Birmingham Fall 2011-Present Role: Block Lecturer Credits: 3 Course Description: This course prepares physician assistant students to critically evaluate, diagnose, and treat conditions and disorders in trauma, burns, neurotrauma, critical care, cardiovascular surgery, and peripheral vascular surgery. Responsibilities: I am responsible for lecturing and developing the exam for the critical care, burns, and neurotrauma block. This is a 3-week section block and covers disorders of ICU management, burn injuries, and traumatic brain injuries.

May 2016 Page 12 Teaching Responsibilities

PA610: Clinical Laboratory Medicine Physician Assistant Program – University of Alabama at Birmingham Spring 2011-Present Role: Course Master (2013-Present), Block Lecturer (2011-2012) Credits: 3 Course Description: This course prepares physician assistant to understand and interpret laboratory studies that are used to diagnose a wide range of diseases and disorders. Responsibilities: I am responsible for lecturing on electrolyte studies, gastrointestinal studies, endocrine studies, cardiac enzymes, lipid studies, complete blood counts, coagulation studies, immunology, microbiology, urine and stool studies, tumor markers, and laboratory statistics.

PA611: History and Physical Exam I Physician Assistant Program – University of Alabama at Birmingham Spring 2011-Present Role: Facilitator, Final Proctor Credits: 3 Course Description: This course prepares physician assistant students to elicit an accurate patient history and perform and document a complete physical exam. Responsibilities: I proctor weekly laboratory section check offs and end of semester comprehensive check offs. I also grade student’s scheduled H&P on standardized patients throughout the semester.

PA614: Operating Room Techniques Physician Assistant Program – University of Alabama at Birmingham Summer 2013-Present Role: Course Master Credits: 2 Course Description: This course prepares physician assistant students to function in an operating room and emergency room setting, perform bedside procedures and male/female genitalia exams, and be introduced to medical simulation Responsibilities: I am responsible for coordinating the operating room schedules and scheduling labs for the examinations, procedures, and simulation. I am also the lead instructor for the simulation scenarios, skills lab, and physical examination labs.

PA620: Analysis of Professional Literature Physician Assistant Program – University of Alabama at Birmingham Fall 2011-Present Role: Facilitator Credits: 2 Course Description: This course prepares physician assistant students to critically evaluate professional literature and perform a comprehensive literature review culminating in a master’s thesis paper. Responsibilities: I am responsible for guiding students in choosing a research question and mentoring them through the stages of literature searches and evaluation. I also grade their final thesis paper at the end of the course.

PA698: Master’s Presentation Physician Assistant Program – University of Alabama at Birmingham Fall 2011-Present Role: Facilitator Credits: 1 Course Description: This course prepares physician assistant students to professionally present their master’s thesis in a public forum. Students are to develop a professional poster and present it at program’s poster symposium at UAB hospital. Responsibilities: I am responsible for mentoring and guiding the students in transforming their thesis paper into a professional poster. I am also a grader for the poster symposium.

May 2016 Page 13 Teaching Responsibilities

PA634: Concepts in Medical Simulation Physician Assistant Program – University of Alabama at Birmingham Fall 2011-Present Role: Co-Course Master Credits: 1 Course Description: This course prepares physician assistant to medical simulations in clinical situations on medical simulators to re-enforce medical concepts and improve effective team dynamics and communications. Responsibilities: I am responsible for in-class and post-simulation debriefing in which I talk about each simulation, how the students performed, and then lecturette on the medicine behind each scenario. I also developed all 28 medical scenarios, complete with laboratory and radiographical studies to supplement the scenarios.

Clinical Service I-XI Physician Assistant Program – University of Alabama at Birmingham Fall 2011-Present Role: Grader Responsibilities: I am responsible for grading senior PA student H&P in OB/GYN, Pediatrics, Trauma, and ICU rotations.

May 2016 Page 14 Learner Feedback

PA606 – Clinical Medicine I

Year 2011 2012 2013 2014 2015 Responses / Number of Students 44 / 45 12 / 47 41/57 45/59 43/67 IDEA Survey (5 point scale) Average Progress on Relevant Objectives 4.1 4.5 4.9 4.7 4.9 4.62 Excellent Teacher 4.7 4.7 5.0 4.9 4.9 4.84 Excellent Course 4.5 4.5 4.9 4.7 4.9 4.70

PA607 – Clinical Medicine II

Year 2011 2012 2013 2014 2015 Responses / Number of Students 37 / 45 38 / 45 32/56 39/58 36/65 IDEA Survey (5 point scale) Average Progress on Relevant Objectives 4.3 4.8 4.8 4.9 4.9 4.74 Excellent Teacher 4.8 4.8 4.9 4.9 4.9 4.86 Excellent Course 4.7 4.7 4.9 4.9 4.9 4.82

PA610 – Clinical Laboratory Medicine

Year 2011 2012 2013 2014 2015 Responses / Number of Students - 55 / 58 44/59 53/73 56/78 IDEA Survey (5 point scale) Average Progress on Relevant Objectives - 4.8 4.8 4.6 4.8 4.75 Excellent Teacher - 4.9 5.0 4.8 5.0 4.93 Excellent Course - 4.9 4.8 4.3 4.9 4.73

PA614 – Operating Room Techniques

Year 2011 2012 2013 2014 2015 Responses / Number of Students - - 26/56 29/57 27/62 IDEA Survey (5 point scale) Average Progress on Relevant Objectives - - 4.8 4.7 4.8 4.77 Excellent Teacher - - 5.0 5.0 4.7 4.9 Excellent Course - - 4.9 4.8 4.7 4.80

PA634 – Simulated Clinical Concepts

Year 2011 2012 2013 2014 2015 Responses / Number of Students 16 / 19 38 / 45 36/55 39/58 37/65 IDEA Survey (5 point scale) Average Progress on Relevant Objectives 4.6 4.5 4.8 4.8 4.7 4.68 Excellent Teacher 4.9 4.85 4.9 4.8 4.8 4.85 Excellent Course 4.8 4.5 4.8 4.8 4.6 4.70

***Full IDEA surveys available upon request

May 2016 Page 15 Service Experience

National

May 2015 American Academy of Physician Assistants Annual CME Conference Lecture – Evidence Based Approach to Pulmonary Thromboembolism

May 2015 American Academy of Physician Assistants Annual CME Conference Lecture – Update on Targeted Temperature Management

May 2015 American Academy of Physician Assistants Annual CME Conference Lecture – Update on Sepsis Management

Jan 2015 – Present Journal of the American Academy of Physician Assistants Manuscript Peer Reviewer

Sept 2014 - Present American Academy of Physician Assistants Continuing Professional Development and Education Commission AAPA Conference CME Sessions Grader

May 2014 American Academy of Physician Assistants Annual CME Conference Lecture – Surgical Nutrition: Is It Still NPO Until Bowel Function Resumes?

2013 - Present Physician Assistant Education Association Emergency Medicine/Surgery Exam Review Committee Member

May 2011 American Academy of Physician Assistants Annual CME Conference Instructor – Basic/Advanced Combined Suturing Techniques and Wound Care for Superficial Wounds Workshop

Regional

May 2015 University of Alabama System Scholars Institute 2015 Conference Lecture – Teaching with Twitter: Social Media in Higher Education

Mar 2015 Alabama Society of Physician Assistants Annual CME Conference Lecture – Evidence Based Approach to Pulmonary Thromboembolism

May 2016 Page 16 Service Experience

Mar 2015 Alabama Society of Physician Assistants Annual CME Conference Lecture – Update on Dyslipidemias

Feb 2014 Alabama Society of Physician Assistants Annual CME Conference Lecture – Radiographic Decision Making

Mar 2014 Tennessee Association of Physician Assistants Spring CME Conference Lecture – Fluid Resuscitation

Feb 2013 Alabama Society of Physician Assistants Annual CME Conference Lecture – Obstructive Lung Disease

Feb 2012 Alabama Society of Physician Assistants Annual CME Conference Lecture – Special Topics in Nutrition

Feb 2011 Alabama Society of Physician Assistants Annual CME Conference Lecture – Surgical Nutrition Management

Feb 2010 Alabama Society of Physician Assistants Annual CME Conference Instructor – Casting and Splinting Workshop

University

May 2016 University of Alabama at Birmingham Hospital Advanced Practice Provider Grand Rounds Lecture – Update on Surgical Nutrition

2015 - 2016 Department of Clinical and Diagnostic Sciences Faculty Search Committee - Physician Assistant Program Member

2014 - Present Department of Clinical and Diagnostic Sciences Quality Enhancement Plan (QEP) Committee Member

July 2014 Family Nurse Practitioner Program Summer Intensive Lecture – CXR and EKG Interpretation

May 2016 Page 16 Service Experience

2013 – Present Department of Clinical and Diagnostic Sciences Signature Programs Planning Committee Member

July 2013 Family Nurse Practitioner Program Summer Intensive Lecture – CXR Interpretation

2013 – 2014 Department of Clinical and Diagnostic Sciences Faculty Search Committee - Clinical Laboratory Sciences Chair

July 2012 Family Nurse Practitioner Program Summer Intensive Instructor – Casting Skills Lab

2012 – 2013 Department of Clinical and Diagnostic Sciences Faculty Search Committee - Physician Assistant Program Member

2012 - 2013 Undergraduate Mentoring Program Mentor

2011 School of Health Professions Committee on Distance Learning Member

May 2016 Page 18 Scholarly Contributions

Publications

1. Maday KR, Harrelson P, Porterfield JP. Postoperative Fever Evaluation. JAAPA (Accepted for publication 04/2015)

2. Hurt JB, Maday KR. Recognition and Management of Envenomations. JAAPA (Accepted for publication 01/15)

3. Maday KR. Nutrition and Critical Illness. JAAPA. (Accepted for publication 06/14)

4. Maday KR. Energy Estimation in the Critically Ill: A Literature Review. Universal Journal of Clinical Medicine. 2013;1(3):39-43. Access full PDF via Horizons Publishing.

5. Maday KR. CME Article – Understanding Electrolytes: Important Diagnostic Clues to Patient Status. JAAPA. 2013;26(1):26-31. Access full PDF via Journal of American Academy of Physician Assistants

Poster Presentation

1. Peterson DT, Watts P, Brown M, Morris J, Azuero A, Pryor E, Dailey K, Belle A, Epps C, Leon K, Clark D, Maday K, King J, Cooper J, Lowman J, Bolus N, Bagby L, White ML. Investigating the impact of focused team training in an interprofessional ICU simulation: Lessons learned. 16th International Meeting on Simulation in Healthcare. San Diego, CA, January 2016.

Invited Commentary 1. Academic Life in Emergency Medicine – 60 Second Soapbox Series. “Name Game”. 12/2/2015. http://www.aliem.com/60-second-soapbox-maday- colbenson-roland/

May 2016 Page 19 Media References

1. UAB School of Health Professions – Faculty Spotlight. March 10th, 2016 https://www.youtube.com/watch?v=_r-Lb4F9ndI

2. UAB School of Health Professions News. “#HigherEducation – UAB instructor Live Tweets classroom intensive”. August 11, 2014. http://www.uab.edu/shp/home/shpnews/740-maday-tweet-wall-higher-education

3. UAB Reporter. “13 graduate faculty recognized for commitment to mentoring”. April 18, 2014. http://www.uab.edu/reporter/people/awards-honors/item/4845-13-graduate- faculty-recognized-for-commitment-to-mentoring

4. UAB School of Health Professions News. “Physician Assistant faculty members pay it forward for the next generation”. April 4, 2013. http://www.uab.edu/shp/home/shpnews/18-landing-page/559-physician-assistant-faculty- members-pay-it-forward-for-the-next-generation

5. UAB News. “UAB Surgical Physician Assistant students hold first White Coat Ceremony”. October 11, 2012. http://www.uab.edu/news/latest/item/2821-uab- surgical-physician-assistant-students-hold-first-white-coat-ceremony

May 2016 Page 20 Social Media and Innovative Scholarly Work

Twitter (@PA_Maday) I currently use Twitter for educational supplementation for not only for current students (who are learning the new material), but also for past graduates as a continuous refresher from NCCPA blueprint material. I use a program to schedule my tweets to go out during my lecture to re-enforce key concepts of the topic we are discussing. I have followers that work in every medical profession and who reside around the world that learn from me during lectures. I feel this has the tremendous impact and global reach that extends outside the walls of my classroom.

Blogging I am currently involved with two different blogging projects.

The first is a recurring blog called “Professor’s Corner” that is managed by the American Academy of Physician Assistants (www.pasconnect.com). This series is designed to give PA students, as well as practicing PAs, a behind the scenes look from a faculty member at a top #16 program. I plan to discuss a broad variety of topics to give students tips and advice on how to not only be successful in school, but also prepare them for lifelong learning in a career in medicine.

The second is my personal blog (www.painepodcast.com) where I post the show notes and references for my podcast that is available free on iTunes. My inspiration for starting a medical blog was to provide a free resource for PA students and practicing PAs where they can find material to help them study for their PANCE/PANRE. I break the NCCPA blueprint categories into two to four week blocks where all of my social media posts, podcasts, and blog posts will be grouped together for consistency and congruency (ex. January is cardiovascular month, February is OB/GYN month, etc…).

Podcast I also do a podcast that is free to download at iTunes (link) where I cover the aforementioned topics from the NCCPA blueprint, as well as new and emerging medical topics. This is another type of educational media that I provide for PA students and practicing PAs to be able to get their medical education while driving, exercising, commuting, etc. I feel this is new and emerging media for medical professions to stay up-to-date on their medical education.

May 2016 Page 21