Support teaching, research, and patient care.
Phillip M. Harter, MD, is an Associate Professor (Teaching) of Emergency Medicine - Emeritus at the Stanford University School of Medicine. He completed his medical education and residency in Chicago, where he began his career in Emergency Medical Services (EMS) and disaster management. In 1989 he came to Stanford to teach emergency medicine and procedures to medical students, participate in the development of a new residency program in emergency medicine and to work as the medical director for EMS for Santa Clara County. In this capacity he was involved in statewide EMS initiatives and disaster planning, and served as president of the EMS Medical Directors Association of California. During this time, Dr. Harter remained active in the School of Medicine, directing and teaching one of the most popular elective courses, Essential Procedures in Emergency Medicine. This course gained national recognition at several medical education meetings and was used as a model for teaching medical procedures at medical schools across the country. Following completion of his role in EMS, he became more active in residency education. At first he worked as an associate program director, responsible for developing and executing segments of the curriculum. Later he was named the program director; a role he held for 15 years. During his time as program director he expanded the program from 24 to 60 residents, oversaw the development of a new curriculum in emergency medicine (changing the program from a 3-year to a 4-year program), implemented teaching and evaluation based on the ACGME general competencies and developed evaluative tools based on the ACGME milestones for emergency medicine. He co-founded the emergency medicine simulation program and the simulation fellowship, as well as the academic emergency medicine fellowship, which he directed. He has been involved in numerous educational innovations, including defining and creating and curriculum in Emergency Medicine Crisis Resource Management (EMCRM) for residents, Introduction to the Management of the Ill Patient (IMIP) for second year medical students, a web-based virtual reality emergency medicine training program pilot for distance training, Emergency Medicine Maintenance of Certification (EMMOC; a simulation based program for ABEM maintenance of certification), and a simulation-based disaster medicine training program. Dr. Harter served as Chair of the Faculty Senate of the School of Medicine, and was on the Academic Council of the University.
International Medical Corps
Nepal Ambulance Service
Athletes over 50
Youth, College, Senior Swimmers
Medical Education, particularly the role of simulation (part-task trainers, human patient simulators and virtual reality) in the education of medical students and residents. Also, the use of the internet for distance learning in health care professions.