I don't have a typical day. I have two different typical days, corresponding to my two lives: one as clinician teacher and the other as a basic researcher. My teaching, administration, and outpatient practice are in one location at Cornell on the east side of Manhattan. My research lab is on the west side at Columbia. I try as much as possible to spend all day at only one place or the other. So when I am at Cornell, as director of Medical Student Education and clerkship director for the Department of Psychiatry, I teach the third- and fourth-year psychiatry clerkship students in a weekly seminar on psychiatric evaluation and diagnosis, read and grade my students' patient write-ups, work on student grades and evaluations, teach in the preclinical courses when they are in session, and attend a rash of committees and task forces (if that sounds uncomfortable, the metaphor is not unintended). These include, but are not limited to, Weill Cornell Medical College's Clinical Curriculum Committee, of which I am vice chair; the Medical Education Council, which oversees all medical college curriculum; the Education Advisory Council, which is planning for a new education center; a design subcommittee for
Mastering the Double Life: A Juggling Act
Abstract
I don't have a typical day. I have two different typical days, corresponding to my two lives: one as clinician teacher and the other as a basic researcher. My teaching, administration, and outpatient practice are in one location at Cornell on the east side of Manhattan. My research lab is on the west side at Columbia. I try as much as possible to spend all day at only one place or the other. So when I am at Cornell, as director of Medical Student Education and clerkship director for the Department of Psychiatry, I teach the third- and fourth-year psychiatry clerkship students in a weekly seminar on psychiatric evaluation and diagnosis, read and grade my students' patient write-ups, work on student grades and evaluations, teach in the preclinical courses when they are in session, and attend a rash of committees and task forces (if that sounds uncomfortable, the metaphor is not unintended). These include, but are not limited to, Weill Cornell Medical College's Clinical Curriculum Committee, of which I am vice chair; the Medical Education Council, which oversees all medical college curriculum; the Education Advisory Council, which is planning for a new education center; a design subcommittee for
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Mastering the Double Life: A Juggling Act
Polan, H. Jonathan
Follow Academic Psychiatry
, Volume 27 (3): 198
American Psychiatric Publishing, Inc (Journal) – Sep 1, 2003
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