Academic Careers

Education-oriented Faculty

Discover tools specific to Program Directors/Coordinators, Clerkship Directors/Coordinators, Fellowship Directors, Neuroscience Course Directors, and Senior/Junior Faculty.

Tools & Resources

Accreditation Council for Graduate Medical Education (ACGME): Tools to Help with Milestones. Simply defined, a milestone is a significant point in development. For accreditation purposes, the Milestones are competency-based developmental outcomes (e.g., knowledge, skills, attitudes, and performance) that can be demonstrated progressively by residents and fellows from the beginning of their education through graduation to the unsupervised practice of their specialties.

Evaluating your residents and residency programs. View samples for evaluation your residents and residency programs compiled by peers. These samples are all non-AAN resources.

Career Development

Lecture from the 2014 American Academy of Neurology Annual Meeting On Demand: Career Development for Clinician Educators 

This 3-part video focuses on planning and execution, working with your chair, and vignettes for how to get started. No CME is provided for viewing this video. This is for informational/teaching purposes only.


Q. How To Organize a Basic Science Course? 
Principles of Organizing a Neural Science Course

A competency-based longitudinal core curriculum in medical neuroscience

Q. How to Organize a Neurology Residency Program?
Principles of Organizing a Neurology Residency Program

Sample Residency Training Program

AAMC's Project Medical Education Samples and Templates: Designed to make the production of printed materials, such as invitation letters and handouts, much easier and to assist you in developing a consistent look for your program.

Q. How to Organize a Neurology Clerkship?
Principles of Organizing a Neurology Clerkship

AAMC's Project Medical Education Samples and Templates: Designed to make the production of printed materials, such as invitation letters and handouts, much easier and to assist you in developing a consistent look for your program.

Hear from noteworthy neurology colleagues who do exceptional work and exude high levels of dedication to neurology. A new medical student, resident, fellow, coordinator, or director is featured each month.


Adelina Orejel

Adelina Orejel

Program Coordinator
Henry Ford Hospital, Detroit, MI 

What attracted you to your position?

I enjoy the variety of assignments. My position is never stagnant and I enjoy the diversity of the residents and seeing their growth over the course of their residency.

How did you decide on your career path?

By acquiring a variety of skills through previous jobs, this career fell into my lap. I am fortunate enough to have the opportunity to continue in this path and to enhance my skills as a coordinator.

What are the ways that you have helped enhance graduate/undergraduate medical education within your program?

I take a sincere interest in the individual residents and their specific needs. I am always willing to provide them with support and assistance that they previously did not have as there was no one grounded in this role for many years.

How have you successfully promoted communication among coordinators, directors, and students/ residents/ fellows?

I am keen on open communication and keeping everyone well informed. To accomplish this I use email communications, bulletin boards, calendar schedules, and group pagers just to name a few. I also have an open door policy and welcome the residents and staff. I like promoting comradery in my work environment.

What important improvements have you instilled in your clerkship/ residency/ fellowship program?

I am currently revamping templates and processes in order to modernize work flow and make it more efficient.

Please include here any other accomplishments you'd like to share.

I have accomplished gaining the trust and respect of the residents who have been without stable support for some time before I was hired to this position. I am new to the hospital and program and it took time for the residents to see that they could trust me with handling their specific needs.

What advice do you have for trainees or students considering a career in neurology?

My advice is to have a passion for what the field you choose. Do not take your education for granted, study well and work hard. Love what you're doing and have fun with it.


Raymond Price, MD

Hospital of the University of Pennsylvania
Specialty: Neuromuscular medicine and General Neurology

What attracted you to neurology and your subspecialty?

I fell in love with the deductive clinical reasoning necessary to interpret the neurological examination on my first day as a neurology clerkship student. I can still recall in vivid detail each patient that I saw on that clerkship rotation almost 20 years later. Even though I have seen thousands of patients with neurological disease since, I have the incredible fortune to re-experience that feeling with every subsequent patient I evaluate. I continue to be fascinated by all subspecialties of neurology. For this reason and despite completing subspecialty neuromuscular training, I choose to see general neurology patients in addition to patients with neuromuscular diseases.

How did you decide on your career path?

My other love is medical education. I find the interpretation of the neurological examination in clinical neurology the ideal vehicle to teach medical clinical reasoning. When I was interviewing for neurology residencies, I was telling program directors that my career goal was to be a neurology residency director. Throughout my residency, I volunteered for every opportunity that involved teaching or residency administration. When I was looking for my first position in academic neurology, a formal role in medical education was the most important aspect of any position. I was incredibly fortunate to remain at the University of Pennsylvania as an associate residency director. I worked incredibly hard in this role and enjoyed every minute. When the residency director, Steve Galetta, took a position as the chair at New York University, I was chosen to be the next neurology residency director at the University of Pennsylvania.

How have you contributed to neurology?

I teach neurology clinical reasoning to neurology residents and clerkship students when I lead monthly bedside teaching rounds, monthly morning report, and when I co-facilitate bimonthly neuroradiology and neuropathology case conferences. In addition, I give about 20 different didactic lectures to the residents annually. Over the last 10 years, I have had the pleasure to participate in the mentorship and training of nearly 100 neurology residents. The vast majority of these residents are now in faculty positions at academic medical institutions and universities. .I am very interested in increasing medical student interest in neurology, and I speak regularly about careers in neurology for student interest groups here at Penn, as well as other regional medical schools and at the American Academy of Neurology. I also enjoy disseminating neurology knowledge to other specialists. I frequently give lectures to residents from the departments of internal medicine, psychiatry, family medicine, and physiatry.

What are some innvovative academic contributions you would like to share?

Under my leadership, we have made innumerable improvements to the residency structure, including a novel track of electives and educational opportunities for residents interested in medical education, flipped classroom and spaced problem-based learning in our traditional clinical electives and a new cross-cutting educational elective in neurodegenerative disease. I am particularly interested in improving the efficiency of education during residency and formal training in non-clinical domains, such as career development. In this context, I created ”firms” of residents with similar career interests in research, clinical care, global health and education with bimonthly career development discussions. I also implemented a unique resident course on “Doctoring,” emphasizing the professional responsibilities and challenges of being a physician. I have been a member of the American Academy of Neurology Residency-In-Training Examination Committee since 2013 and am currently the vice-chair of this committee. In this role, I have attempted to improve the clinical relevance of the examination with an emphasis on assessing clinical reasoning. I am the director of the University of Pennsylvania Neurology Board Review continuing medical education course. I have co-authored interesting cases in the Neurology Resident and Fellow's section as well as the New England Journal of Medicine, reviews of peripheral neuropathy in JAMA and JAMA Neurology, as well as original research on electronic medical records, reducing missed appointments in residents' clinics, and mentored peer review. I have given lectures on peripheral nervous system disorders caused by chemotherapies at the American Academy of Electrodiagnostic and Neuromuscular Medicine, neuroanatomy at the AAN, and careers in medical education at the ANA. I am currently a member of the AAN guideline committee on the treatment of painful diabetic distal symmetric polyneuropathy.

Are there any other accomplishments you would like to share?

In 2014 and 2015, I was a member of the winning Neurobowl team at the American Academy of Neurology national meeting, which is a competition assessing the ability of the participants to rapidly and accurately diagnose uncommon neurologic diseases. In 2010 and 2016, I was honored to receive the University of Pennsylvania Neurology Resident Teaching award. In 2015 and 2016, I was honored to receive the Perelman School of Medicine MS2 Teaching award for most outstanding Brain and Behavior Professor.  I was selected to the University of Pennsylvania Academy of Master Clinicians in 2016, an honor reserved for less than 2% of faculty in all disciplines of medicine at the University of Pennsylvania. I was the president of the Philadelphia Neurological Society in 2016-17. 

What advice do you have for trainees or students considering a career in neurology?

I have the best job in the world! I cannot imagine a more fulfilling career. Our field is evolving at an incredible pace. I am frequently humbled by the diversity and the variety of neurological presentations and the impact neurologic conditions have on the lives of patients and their families. For this reason, I am driven to continuous learn more neurology and to disseminate this information to the amazing people who enter our field each year.


Stasia Diana Rouse (Bednarek) MBChB FCN(SA)

Loyola University Medical Center, Maywood, Illinois
Specialty interest: Epilepsy Residency


What attracted you to neurology? 

When I was a little girl I witnessed my younger brother describe his Jacksonian march then have a seizure. I went with him to the neurologist and was impressed by how well he did with the right management. I ended up on medications for the same reason a few years later and realized that the side effects are no joke. Through excellent care we prospered. The ultimate way to pay it forward is to empathetically help others in need lead normal lives.  

Do you have a neurology mentor? If so, who and how have they mentored you?

Rima Dafer, vascular neurologist now at Rush, met me at a local stroke outreach program several years ago. I am a South African trained neurologist  and was enthusiastically seeking to establish myself locally. She recognized my passion for neurology and helped me navigate my way back into clinical practice. I worked with her in stroke research at NorthShore University Health System. She is a great friend and an ongoing guiding light in my life and career. Rima is a true inspiration!

In what ways have you demonstrated a commitment to neurological teaching, education, and/or community service?

At Loyola I teach medical students and residents daily. I helped develop a validated lumbar puncture procedural checklist that is mandatory at bedside in our institution and is used for training LP technique to students and residents. I train lumbar puncture technique regularly. Bedside clinical technique in neurological examination is a favorite teaching topic. Seeing that "Eureka" smile when a medical trainee elicits a clinical sign perfectly for the first time gives me great joy. I am spearheading a training module for our hospital on appropriate stroke code activation. As Chief Resident I arrange Neurology Grand Rounds, clinical pathological conferences and send out weekly resident emails. The Loyola residents are my community and we continue to learn and grow and celebrate life together.

Please include here any other accomplishments you’d like to share.

Raising two fabulous daughters.  Stockholm Half-marathon. North Shore triathlon. Moving from Johannesburg to Moscow to Chicago.

What advice do you have for trainees or students considering a career in neurology?

Learn from your patients. They hold the answer to their diagnostic mystery. When you read with your patient in mind you will never forget that detail.


Ehtesham Khalid, MBBS, MRCP (UK), FCPS (PAK)

Vanderbilt University Medical Center
Specialty: Neuromuscular medicine

What attracted you to neurology?
I simply love neurology for its continuous challenge for research and learning. I have passion for quality of patient care which brought me into medicine and neurology simply refined my passion.

Do you have a neurology mentor? If so, who and how have they mentored you?
My neurology mentor is Peter D. Donofrio, MD, FAAN, who is a renowned neuromuscular specialist. He helped me greatly in choosing my sub-specialty and inspired me in many ways. He developed a great rapport right from the start and helped me during my residency with all kind of issues. He supervised my training and channeled the feedback from rest of the faculty in a way that I just kept on improving my skills as a clinician. In fact, I owe a lot to him in terms of my training and maturity as a good neurologist.

In what ways have you demonstrated a commitment to neurological teaching, education, and/or community service?
I developed my own ways of communicating with students which was challenging as I was not trained in US system but with guidance of faculty and my mentor I was able to receive "Best teaching resident of the year award". I always have one thought that every single day is a new day and if I have not improved from my last day means I am actually losing. So, I worked hard in every way to learn more, serve more and be humble with juniors and patient. I read a French quote a long time ago, "We can't treat many medical problems (which is true), but we could be humble to patients and help them through their diseases," and I totally agree with it.

Please include here any other accomplishments you’d like to share.
I feel my biggest accomplishment is my rapport with colleagues who are comfortable working with me and my family (wife and parents) who are happy with me. I have always tried to keep balance between my professional and social life. I feel I am lucky so far to keep it somehow.

What advice do you have for trainees or students considering a career in neurology?
I would suggest students to look into their personal interest when choosing their specialty as it is lifetime commitment and if someone does not like it, it's hard to enjoy your job. Best time to do that is during their rotations on that service. We tend to like specialty where we come across someone who impressed us the most but it is more of a personality trait to me. I would suggest residents to concentrate on patients and don't forget their humanistic part while taking part in their care.


Elizabeth Joe, MD

University of Southern California/LAC+USC Medical Center
Specialty: Behavioral Neurology

What attracted you to neurology?
I knew about the field of neurology from an early age. My grandfather had myasthenia gravis and wore a pirate eyepatch for diplopia, which he would periodically switch from one eye to the other to see if anyone was paying attention. When I started medical school, I realized I liked the problem-solving nature of localizing the lesion, so it seemed like a good fit. I love that in neurology, with a good exam, we can predict what the MRI will show. It's like having a superpower.

Do you have a neurology mentor? If so, who and how have they mentored you?
I have been fortunate to work with Dr. Helena Chui throughout residency and have learned so much from her especially when she attended on our county hospital consult service. She inspired me to go into behavioral neurology, and I am staying at USC this year for fellowship working with her as well as Dr. John Ringman, who has been my mentor on a research project during residency. I have also learned so much about how to be a compassionate doctor even in difficult situations from all of our stroke/critical care faculty especially Dr. Nerses Sanossian and Dr. Natasha Renda.

In what ways have you demonstrated a commitment to neurological teaching, education, and/or community service?
I served as education chief resident during my final year of residency, leading an effort to assess and restructure our curriculum for resident didactics and organizing our preparation for the RITE exam. This spring I also served on an AAN workgroup to design a survey for graduating residents focusing on plans and training gaps.

Additional accomplishments:
Young Investigator Award, Dominantly Inherited Alzheimer's Disease Family Conference 2017
AAN Resident Scholarship to the Annual Meeting 2017
Ethel and Reuben Russman Prize in Geriatrics 2013

What advice do you have for trainees or students considering a career in neurology?
Neurology has a reputation in medicine as being a purely diagnostic specialty, but actually, most of what we see on an everyday basis either already have treatments available or are the subject of a lot of exciting research going on right now. Also, don't be intimidated by the neuroanatomy, you just learn it one piece at a time as you take care of patients.

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