Residency Program Director
Dr. John E. Reynolds, Vice Chair of Education, Residency Program Director
Born and raised in Illinois, John attended the University of Southern California as an undergraduate and earned a Bachelors of Science degree in Psychobiology in 1988. He continued on at USC for Medical School under the Health Professions Scholarship Program of the United States Air Force. His residency in Anesthesiology was on Active Duty at Lackland Air Force Base, Texas-Wilford Hall Medical Center. In 1996, he completed his residency and pursued fellowship training in Neuroanesthesiology at the University of Florida under Professors Mahla, Cucchiara, and Black. He returned to Wilford Hall for five years, leading the neuroanesthesia group, performing intraoperative neurologic monitoring, and developing their academic curriculum. While on Active Duty, he was deployed four times, to include medical missions to Honduras and Sri Lanka. He was the Director of Resident Education from 2000 until his return to civilian life in August of 2002.
Recruited by Dr. Raymond Roy to Wake Forest University, Dr. Reynolds succeeded Dr. Patricia Petrozza as Head of Section, Neuroanesthesia in January of 2003. He was subsequently granted a joint appointment in the Department of Neurosurgery in 2007. He has earned numerous awards for clinical service and teaching in each institution in which he has worked.
School works. It always has, always will; it just takes a commitment to the basic tenets of school-the three Rs….and work. In this framework, introductory experiences in our rotations will not only have obligatory goals and objectives, but assigned reading and a question-and-answer-style study guide system to assure capture of the breadth of understanding needed for each specialty. This way, all basic anatomic, physiologic, and pharmacologic principles inherent to each subspecialty in Anesthesiology will be thoroughly understood through the completion of the first rotation.
Second rotations will have a more advanced approach, with case-specific study that will touch upon unique aspects of the procedures in that realm. If the introductory rotation is foundational, with horizontal coverage, the advanced rotation will be more vertical-exploring the depths and nuances found within that subspecialty due to their unique comorbidities, presentations, or particularly specialized procedures.
Elective experiences in the final year will further prepare one to be a consultant in the field. It will explore foundational components to learn how we’ve arrived at this point, and why we do things the way we do them, and how to assimilate our understanding and method in order to prepare for a long career of case planning and patient care.
Didactic teaching will similarly be designed to optimize the learning and retention of those in our residency. Crucial months will be February, for an annual review in preparation for the exam, and July, when we provide introductory material for new residents. The other ten months will be “seasonal” with an appreciation for what should be emphasized during each phase of the academic year.
Following the introductions of July, primary focus will be on coexisting disease, machines, monitors, and similarly foundational topics in General Anesthesia. Into the autumn we will transition to the primary subspecialties of pediatric, obstetric and regional anesthesia. After the Holidays, we’ll delve into cardiothoracic, vascular, and neuroanesthesia. The academic year rounds out in the spring with critical care, pain management, and a host of other considerations unique to our specialty. July First dawns, and we begin the cycle anew. This seasonal approach will be in a three year cycle, as some topics warrant annual coverage, others can be touched on every other year, still others every third. In this way, all that needs to be covered will be-with proper prioritization, without omitting anything of potential value for the future consultant.