About Megan Stobart-Gallagher, DO

Assistant Residency Program Director
Assistant Professor of Emergency Medicine
Department of Emergency Medicine
Einstein Healthcare Network
Philadelphia, PA

How I Work Smarter: Megan Stobart-Gallagher, DO

Megan Stobart-Gallagher, DO

One word that best describes how you work?


Current mobile device

Galaxy S10


Lenovo Yoga (my 2nd one!)

What is something you are working on now?

I wish I could say something wonderfully innovative, but I am mostly just working on tying up numerous projects with our medical education fellows that resulted from the global shift to virtual learning. However, I have had a blast over the last few months building an asynchronous Toxicology curriculum with one of my fellows and a new EMS curriculum for our interns. My next project as chair of our clinical competency committee is to create a series of mini flipped-classroom sessions or asynchronous modules (or a combo!) for faculty development to help prepare junior faculty for their participation!

How did you come up with this Idea/Project?

It has been brewing since my first CCC meeting as a junior faculty meeting where I felt like a fish out of water and everyone else was speaking a language I had never heard before! I am hoping to make help to not only develop junior faculty’s knowledge of ACGME requirements but also to improve the quality of conversations had during our meetings!

What’s your office workspace setup like?

Currently tucked away in our 3rd-floor spare bedroom – a cozy space with natural light, and built-in bookshelves filled with EM texts and my children’s artwork. I am usually kept company by my live-in officemate, Hippo (a 7 year old rescue mutt!) with occasional visits from my girls.


What’s your best time-saving tip in the office or home?

If you have something you really want to dedicate time to completing – schedule it! Start your day by not opening your email and keeping your cell phone alerts off. It saves time in the long run – get in that Deep Work (and read that book by Cal Newport if you haven’t!)

What’s your best time-saving tip regarding email management?

While it is tempting to respond to every single email as soon as you see it – I try to triage them and respond to the emergent first and keep those that require more thought as “unread.” It helps me be able to focus longer amounts of time on projects/issues that really need it! Also, if it can be solved in a phone call or a text – just do that instead of filling up someone else’s email box!

What apps do you use to keep yourself organized?

I am old school and still use a written planner and post-it notes! But as for technology, my life lives on Google calendar.

How do you stay up to date with resources?

I usually binge EMRAP instead of Netflix! Also, anything that I assign my residents for asynchronous learning including EMedHome lectures or ALIEMu modules – I do first!

What’s your best time-saving tip in the ED?

Real-time verbal communication with nursing and ancillary staff.

ED charting: Macros or no macros?

I have templated notes for sign-outs and resident addendums so I do not miss any important information but try to limit macro utilization to keep my charting personable and conversational. It does slow me down but helps tell the story should a patient bounce back or if someone logs into Epic and needs to read my note!


  • What’s the best advice you’ve ever received about work, life, or being efficient?

“You are enough.”

“When you see a hill, thank it for making you stronger.”

“Don’t hit send when you are angry.”

  • What advice would you give other doctors who want to get started, or who are just starting out?

Be kind to everyone you meet. Stay humble. Never stop asking questions.

  • Is there anything else you’d like to add that might be interesting to readers?

You can learn from EVERYONE inside and outside of medicine and just keep your mind open. Listening the first time will save you a tremendous amount of time in the long run – do it right, the first time. :)

Who would you love for us to track down to answer these same questions?

  • @k_goodsell (Kelly Goodsell)
  • @BossyLadyDoctor (Katrina Kissman)

Read other How I Work Smarter posts, sharing efficiency tips and life advice.

IDEA Series: Virtual “Faux-tation” Rotation for 4th Year Medical Students Interested in Emergency Medicine

Visiting clerkships have traditionally offered the opportunity for extended contact among medical student applicants and residency program representatives, allowing for enhanced assessment of mutual compatibility. Accordingly, visiting clerkships are consistently rated as an essential consideration among residency program leadership when reviewing applications, and among medical students, as they determine “fit” [1,2]. The COVID-19 pandemic has resulted in institutional restrictions on visiting clerkships. Despite the now limited opportunities for medical students to see residency programs of interest in-person, demand for these experiences remains high. Opportunities that allow for increased interaction among medical student applicants and residency programs that maintain compliance with COVID-19 restrictions are needed to fill this gap. Virtual rotations have previously been described in the literature in multiple other specialties [5]. Several emergency medicine programs have advertised a formal virtual rotation experience via the Council of Residency Directors’ (CORD) listserv that offers course credit to student rotators.


IDEA Series: Toxicology Virtual Escape Room during COVID-19

In order to enhance emergency medicine (EM) residents’ knowledge of toxicology core content, we previously created an immersive escape room experience complete with team-based puzzle solving in a geographical maze to find an antidote. The subsequent COVID-19 pandemic and physical distancing guidelines resulted in canceled in-person EM conferences, thereby requiring a rapid adaptation to virtual formats [1-4]. Our toxicology division sought a novel method of engaging learners with toxicology core content remotely. 


IDEA Series: An asynchronous EMS curriculum implemented during COVID-19

asynchronous emsThe novel coronavirus pandemic (COVID-19) resulted in the cancellation of educational experiences for emergency medicine (EM) residents at many institutions, including emergency medical services (EMS) ambulance ride alongs. The Accreditation for the Council of Graduate Medical Education (ACGME) requires that residents have educational experiences related to EMS, emergency preparedness, and disaster medicine. EMS experiences must include ground unit runs, direct medical oversight, and participation in multi-casualty incident drills [1]. There are few dedicated EMS curricula published in the literature, and those in existence incorporate physical ride-alongs [2].


IDEA Series: Use of gamification through Clue: Pediatric Rash Edition

Emergency Medicine (EM) physicians care for anyone, with anything, at any time. This includes pediatric patients as well as adults. For those without advanced pediatric training, “sick kids” can be quite intimidating. Rashes in the pediatric population are often benign, but in rare cases they portend significant illness. Rashes are also frequent chief complaints; In 2015, there were 1,452,300 pediatric ED visits for “skin and subcutaneous tissue disorders” [1]. We sought to improve the teaching of pediatric rashes in our residency curriculum.


By |2020-05-05T16:22:24-07:00May 13, 2020|Dermatology, IDEA series, Pediatrics|

IDEA Series: Utilizing On-Shift Shared Google Docs as an Interactive Digital Whiteboard

The Problem

Idea Series LogoDespite the importance of on-shift teaching, finding an effective and efficient method can be challenging when juggling the multiple simultaneous demands of the emergency department. Various EM educators have recently shared their innovative methods for on-shift teaching. Dr. Amal Mattu has championed the #WhiteboardTeaching movement on Twitter, and Drs. Michelle Lin and Rob Cooney have championed the use of post-it notes paired with educational pearls.1,2 Computers, however, have become an inescapable part of ED workflow. Physicians may spend more time in front of computers than talking to patients.3 Perhaps computers, which are readily available at most physician work-stations, can be utilized as a clinical teaching tool in order to engage residents and students.

By |2018-10-01T21:17:37-07:00Oct 2, 2018|IDEA series|

Teaming Tips Case 1: Project Leadership Pyramid | ALiEM Faculty Incubator

Many of you are asked to take a leadership role within your department: managing a research team, joining your administration, or spearheading a clinical effort. It is easy to feel unprepared for these roles, and there are many pitfalls waiting to sabotage your team’s productivity. The ALiEM Faculty Incubator has created a series of 10 case-based teaming problems to provide you with evidence-based advice and solutions for tackling some of the more common problems encountered in our professional team experiences.


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