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Bio

Bio

Dr. Miller is the Medical Education Scholarship Fellow for Stanford Department of Emergency Medicine. Dr. Miller received her medical degree from the Ohio State University College of Medicine and completed her clinical residency in Emergency Medicine from Northwestern Feinberg School of Medicine. As part of her Stanford Medical Education Scholarship Fellowship training, she is completing a Master Degree in Medical Education at the University of Cincinnati.

Dr. Miller's research focus in medical education includes simulation-based curriculum development for graduate medical education (GME). She has developed a mastery learning checklist for performing an Emergency Department (ED) thoracotomy, which involved coordinating multiple experts in EM and Trauma Surgery across the country. As a continuation of this project, she created a simulation-based mastery learning curriculum, which included designing a novel video of the procedure. Additionally, in her previously grant funded research, she created an original simulated model of a distal radius fracture as part of an active mastery learning curriculum project to teach EM residents this procedure. She hopes to transition her experience in GME research to undergraduate medical education (UME) curriculum design research, particularly on teaching core entrusbable activity ten (recognizing a patient requiring urgent or emergent care and initiate evaluation and management) to medical students. Outside of curriculum design research, she has been published in Academic Emergency Medicine: Education and Training on linguistic differences in standardized letter of evaluation (SLOE) narratives between genders. She has expanded the project this year to compare the language of SLOE narratives versus traditional letters of recommendation between genders.

Dr. Miller also has an interest in the humanities in medical education. She has given a national lecture on toxicology in Shakespeare entitled "How to Poison your Enemies and Save Them: Lessons in Toxicology from Shakespeare." She has also presented lectures entitled "The Physician in 20th Century American Literature" and "The World of EM Fiction and Non-Fiction." These lectures can be found at her medical education website Humedsunite.com.

Clinical Focus

  • Emergency Medicine

Academic Appointments

Honors & Awards

  • Alpha Omega Alpha, Alpha Omega Alpha Honor Society (2014)

Boards, Advisory Committees, Professional Organizations

  • Member, Society of Academic Emergency Medicine (2015 - Present)

Professional Education

  • Residency: Northwestern University Emergency Medicine Residency (2019) IL
  • Medical Education: Ohio State University College of Medicine Registrar (2015) OH

Contact

  • Stanford Dept of Emergency Medicine 900 Welch Rd Ste 350 MC 5768 Stanford, CA 94305
    • Tel: (650) 723-6576
    Fax: (650) 723-0121

Links

Publications

All Publications

  • Creation and Implementation of a Mastery Learning Curriculum for Emergency Department Thoracotomy. The western journal of emergency medicine Miller, D. T., Zaidi, H. Q., Sista, P., Dhake, S. S., Pirotte, M. J., Fant, A. L., Salzman, D. H. 2020; 21 (5): 1258?65

    Abstract

    Emergency department thoracotomy (EDT) is a lifesaving procedure within the scope of practice of emergency physicians. Because EDT is infrequently performed, emergency medicine (EM) residents lack opportunities to develop procedural competency. There is no current mastery learning curriculum for residents to learn EDT. The purpose of this study was to develop and implement a simulation-based mastery learning curriculum to teach and assess EM residents' performance of the EDT.We developed an EDT curriculum using a mastery learning framework. The minimum passing standard (MPS) for a previously developed 22-item checklist was determined using the Mastery Angoff approach. EM residents at a four-year academic EM residency program underwent baseline testing in performing an EDT on a simulation trainer. Performance was scored by two raters using the checklist. Learners then participated in a novel mastery learning EDT curriculum that included an educational video, hands-on instruction, and deliberate practice. After a three-month period, residents then completed initial post testing. Residents who did not meet the minimum passing standard after post testing participated in additional deliberate practice until mastery was obtained. Baseline and post-test scores, and time to completion of the procedure were compared with paired t-tests.Of 56 eligible EM residents, 54 completed baseline testing. Fifty-two residents completed post-testing until mastery was reached. The minimum passing standard was 91.1%, (21/22 items correct on the checklist). No participants met the MPS at the baseline assessment. After completion of the curriculum, all residents subsequently reached the MPS, with deliberate practice sessions not exceeding 40 minutes. Scores from baseline testing to post-testing significantly improved across all postgraduate years from a mean score of 10.2/22 to 21.4/22 (p <0.001). Mean time to complete the procedure improved from baseline testing (6 minutes [min] and 21 seconds [sec], interquartile range [IQR] = 4 min 54 sec - 7 min 51 sec) to post-testing (5 min 19 seconds, interquartile range 4 min 17sec - 6 min 15 sec; p = 0.001).This simulation-based mastery learning curriculum resulted in all residents performing an EDT at a level that met or exceeded the MPS with an overall decrease in time needed to perform the procedure.

    View details for DOI 10.5811/westjem.2020.5.46207

    View details for PubMedID 32970583

  • The Standardized Letter of Evaluation Narrative: Differences in Language Use by Gender. The western journal of emergency medicine Miller, D. T., McCarthy, D. M., Fant, A. L., Li-Sauerwine, S., Ali, A., Kontrick, A. V. 2019; 20 (6): 948?56

    Abstract

    INTRODUCTION: Prior research demonstrates gender differences in language used in letters of recommendation. The emergency medicine (EM) Standardized Letter of Evaluation (SLOE) format limits word count and provides detailed instructions for writers. The objective of this study is to examine differences in language used to describe men and women applicants within the SLOE narrative.METHODS: All applicants to a four-year academic EM residency program within a single application year with a first rotation SLOE available were included in the sample. We used the Linguistic Inquiry and Word Count (LIWC) program to analyze word frequency within 16 categories. Descriptive statistics, chi-squared, and t-tests were used to describe the sample; gender differences in word frequency were tested for using Mann-Whitney U tests.RESULTS: Of 1117 applicants to the residency program, 822 (82%) first-rotation SLOEs were available; 64% were men, and 36% were women. We did not find a difference in baseline characteristics including age (mean 27 years), top 25 schools (22.5%), Alpha Omega Alpha Honor Medical Society rates (13%), and having earned advanced degrees (10%). The median word count per SLOE narrative for men was 171 and for women was 180 (p = 0.15). After adjusting for letter length, word frequency differences between genders were only present in two categories: social words (women: 23 words/letter; men: 21 words/letter, p = 0.02) and ability words (women: 2 words/letter; men: 1 word/letter, p = 0.04). We were unable to detect a statistical difference between men and women applicants in the remaining categories, including words representing communal traits, agentic traits, standout adjectives, grindstone traits, teaching words, and research words.CONCLUSION: The small wording differences between genders noted in two categories were statistically significant, but of unclear real-world significance. Future work is planned to evaluate how the SLOE format may contribute to this relative lack of bias compared to other fields and formats.

    View details for DOI 10.5811/westjem.2019.9.44307

    View details for PubMedID 31738723

  • Emergency Department Thoracotomy: Development of a Reliable, Validated Checklist for Procedural Training. AEM Education and Training Zaidi, H., Sanders, S., Miller, D. T., Sista, P., Pirotte, M., Fant, A., Salzman, D. 2019

    View details for DOI 10.1002/aet2.10387

  • Gender Differences in Language of Standardized Letter of Evaluation Narratives for Emergency Medicine Residency Applicants. AEM Education and Training Li, S., Fant, A., McCarthy, D., Miller, D., Craig, J., Kontrick, A. 2017; 1 (4): 334-339
  • "Not Quite Bedside" Teaching During the COVID-19 Pandemic. Journal of graduate medical education Miller, D. T. 2020; 12 (6): 789

    View details for DOI 10.4300/JGME-D-20-01270.1

    View details for PubMedID 33391609

  • Visual Guide to Splinting Miller, D. T., Sarwark, J., Pirotte, M. NUEM Blog. 2019 https://www.nuemblog.com/blog/splinting
  • My Brain Hurts: Applying Cognitive Load Theory to Emergency Medicine Handoffs DT, M., M, K. EM Resident Magazine. 2018 20?21
  • The Use of the Angiocatheter in Central Line Insertion: The Advantage and the Technique Miller, D. T., Pirotte, M. EM Resident Magazine. 2018 26?27

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