Dr. Rohan Janwadkar – People Profile

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Rohan Janwadkar (PGY-3; Emergency Medicine)

Rohan Janwadkar (PGY-3; Emergency Medicine) has always been fascinated by the science of the human body and the profound impact physicians can have on people’s lives. His passion for medicine solidified during his medical school rotations, where he was drawn to Emergency Medicine after witnessing firsthand how quick, compassionate, and skilled care can be lifesaving in critical moments.

Dr. Janwadkar says he enjoys the unpredictable, fast-paced nature, and problem-solving required in Emergency Medicine. The field’s unique combination of immediate impact, complex decision-making, and diverse patient cases drives his commitment to excellence. As he explains, “Above all, I’m motivated by the opportunity to help people at some of the most vulnerable points in their lives and provide the care and reassurance they need during emergencies.”

He also loves the teamwork aspect of Emergency Medicine and appreciates the collaborative environment where physicians, nurses, paramedics, and specialists work together seamlessly to provide patient care. The shared expertise and camaraderie among medical professionals create a strong foundation for effective treatment in high-stakes situations.

Faculty members have played an instrumental role in shaping Dr. Janwadkar’s development, offering not only clinical guidance but also invaluable career and life advice. He says their dedication to teaching, along with their willingness to share experiences and provide constructive feedback, has been essential in helping him navigate complex cases and make sound decisions under pressure. Additionally, his co-residents have been a huge source of support, creating an environment of shared learning and collaboration. Their mutual encouragement has strengthened both his professional growth and personal resilience. Beyond the hospital, his family has remained a steadfast pillar of support, providing the encouragement and understanding needed to balance the demands of residency.

Dr. Janwadkar recognizes that medical training, Emergency Medicine in particular, comes with significant intensity and emotional challenges. The ability to stabilize patients efficiently while managing multiple priorities is a skill he continues to refine, emphasizing the importance of adaptability and composure in stressful situations.

To maintain his wellbeing, Dr. Janwadkar makes the most of his time away from the hospital. Running, hiking, traveling, and spending time with family and friends are the activities that help him recharge mentally and physically. He also believes in celebrating small victories throughout training, recognizing personal and professional growth along the way. He encourages residents and fellows to find balance, acknowledging that while medicine is a deeply fulfilling career, it does not define one’s entire identity. Wellbeing, interests, and relationships outside of work are just as vital to long-term success and happiness.

Looking toward the future, Dr. Janwadkar would like to see the U.S. healthcare system shift toward prioritizing preventive care and healthy lifestyles. He believes that a greater focus on early intervention and health education can reduce the need for costly, reactive care, ultimately improving public health outcomes and reducing the strain on the healthcare system.

Medical Educator Minute: What is Competency Based Medical Education (CBME)?

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You may have heard the term Competency Based Medical Education (CBME) before, but what does it mean? CBME is an outcomes-based approach to medical education and assessment that starts with the end in mind: patient care. The goal of CBME is to ensure that trainees achieve patient-centered outcomes during their training. Starting with the desired end result of excellent patient care, each specialty breaks down learning into components that are needed to achieve competence in providing quality care for that specialty. These components may be described as observable behaviors like Milestones, or as a more global picture of what it means to provide competent care, like Entrustable Professional Activities (EPAs).

Instead of focusing on what content to teach, CBME focuses on what should be achieved (i.e., what does competence look like, and what knowledge and skills does each trainee need to reach that level of competence.)

CBME also acknowledges that trainees learn and develop at different rates and uses continuous assessment to shape that learning. A trainee may excel in one area, such as procedural skills, but still has potential for growth in another, such as communication skills. In this way, CBME is rooted in a growth mindset, understanding that all trainees are on their own path to competence and may need different educational opportunities to move along that path at their own pace. This framework can give faculty language to deliver individualized and productive feedback and can help trainees understand their own individualized learning plan.

The Value of CBME

The CBME approach better prepares trainees for the activities they will need in practice because:

  • It is comprehensive and thorough, focusing on the ability of a trainee to meet patient needs, requiring more than medical knowledge and/or surgical technique
  • CBME assessment occurs in the workplace where trainees are working directly with patients
  • Future learning for trainees can be individualized and flexible, based on their unique needs
  • CBME can help programs define and address curricular gaps in helping trainees achieve competence

Bhattacharya, Santanu. Competency-based medical education: An overview. Annals of Medical Science and Research 2(3):p 132-138, September-December 2023. | DOI: 10.4103/amsr.amsr_27_23

Shout out! to our Gastrointestinal/Hematology-Oncology research group

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Shout out! to our Gastrointestinal/Hematology-Oncology research group! We are excited to announce that 10 first-author abstracts have been accepted for presentation at Digestive Disease Week (DDW), taking place from May 4-6.

At DDW, our team will represent MedStar Health, covering a wide range of topics, from improving colon cancer surveillance metrics to trends in MASLD/MASH and GI cancers. Featured abstracts include:

  1. Association between race and adherence to surveillance colonoscopies after resection of stage I to III colorectal cancer
  2. The effect of socioeconomic status on adherence to surveillance colonoscopies after resection of stage I to III colorectal cancer
  3. Association between adjuvant chemotherapy and adherence to surveillance colonoscopies after resection of stage I to III colorectal cancer
  4. Does socioeconomic status influence findings on baseline colonoscopy and adherence to surveillance colonoscopies among individuals with Lynch Syndrome?
  5. Trends in incidence rate of hepatic cancers from 2000-2021: a join point analysis of surveillance, epidemiology, and end results database
  6. Ethnicity-based trends in liver transplantation: a decade analysis of hepatitis c, alcohol and metabolic dysfunction – associated steatohepatitis as primary diagnosis for liver transplant
  7. Incidence of venous thromboembolism in gastrointestinal cancers: analysis from 2020 NIS database
  8. Current electronic nicotine delivery system use associated with incident metabolic dysfunction-associated steatohepatitis
  9. Does a history of gastrointestinal and associated cancers affect provider discussions about colorectal cancer screening?
  10. Rising trends and disparities in MASLD mortality: a 20-year US analysis

A huge thank you to Dr. Ramya Vasireddy, Dr. Greeshma Gaddipati, Dr. Mariah Bilalaga, Dr. Boniface Mensah, Dr. Joseph Atarere, Dr. Seunghee Han, Dr. Kevin Eid, and Dr. Urwah Ahmad – the groundbreaking work and research you do each day is invaluable. We could not be prouder to have you representing MedStar Health!

Flutter Runners Club

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