Associate Professor
William Rennie, MD is an emergency physician by clinical training and a clinical anatomist and structural scientist by educational practice. He is a graduate of the Oregon Health and Sciences University School of Medicine with training in primary care (University of Tennessee), clinical anatomy (Royal Post Graduate Medical School, University of London), and emergency medicine (Long Island Jewish Medical Center).
His clinical medicine practice includes rural Idaho with the US Public Health Service, St. John’s Hospital, Kaloleni, Kenya, as the David Burkett Attending Physician, including the last 25 years at Long Island Jewish Medical Center in emergency medicine.
Dr. Rennie began teaching anatomy as an undergraduate medical student and later developed a course in “Practical Anatomy” for emergency medicine residents and practitioners. Fifteen years prior to the advent of the Hofstra Northwell School of Medicine, he was associate professor of anatomy and structural biology at the Albert Einstein College of Medicine where he followed the footsteps of his mentor Ralph Ger, MD, as primary clinical anatomist for the clinical and developmental anatomy course for first-year medical students. He also taught physical diagnosis, evidence-based medicine, communications, ethics and humanism during his tenure at Einstein, including research focusing on the clinical anatomy of the physical examination, procedural anatomy, and anatomical complications to invasive procedures. For his academic excellence, Dr. Rennie was presented with Einstein College of Medicine’s Samuel Rosen Award for outstanding basic science teaching in 2004, one of only two clinicians to ever receive this honor.
In 2011, Dr. Rennie was among the first handful of educators recruited by the Dean of the Hofstra Northwell School of Medicine and was one of the earliest participants in the development of multiple aspects of the school’s innovative curriculum. Since the School of Medicine opened its doors, he has served as co-director of “From the Person to the Professional: Challenges, Privileges and Responsibilities” (CPR) which includes certifying medical students as Emergency Medical Technicians while providing them with early, authentic patient care experiences beginning in the first two months medical school and throughout their first year. Dr. Rennie also has served as co-director of “Structure”, a course which combines and integrates the structural sciences of Anatomy, Embryology, Histology, Pathology and Medical Imaging into a single learning experience, continuing throughout the first two years of medical school.
An innovator in medical training, Dr. Rennie has spearheaded the curriculum in bedside ultrasonography (one of only three such programs in the country) linking the physical exam with the underlying anatomy through state of the art portable imaging. He continues to teach physical diagnosis, is active in medical simulation exercises, and has taken on the role of introducing students to the discipline of “Clinical Reasoning” and its practice in multiple venues (how to use logic and cognitive science to “think like a doctor”).
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About William Rennie
William Rennie, MD is an emergency physician by clinical training and a clinical anatomist and structural scientist by educational practice. He is a graduate of the Oregon Health and Sciences University School of Medicine with training in primary care (University of Tennessee), clinical anatomy (Royal Post Graduate Medical School, University of London), and emergency medicine (Long Island Jewish Medical Center).
His clinical medicine practice includes rural Idaho with the US Public Health Service, St. John’s Hospital, Kaloleni, Kenya, as the David Burkett Attending Physician, including the last 25 years at Long Island Jewish Medical Center in emergency medicine.
Dr. Rennie began teaching anatomy as an undergraduate medical student and later developed a course in “Practical Anatomy” for emergency medicine residents and practitioners. Fifteen years prior to the advent of the Hofstra Northwell School of Medicine, he was associate professor of anatomy and structural biology at the Albert Einstein College of Medicine where he followed the footsteps of his mentor Ralph Ger, MD, as primary clinical anatomist for the clinical and developmental anatomy course for first-year medical students. He also taught physical diagnosis, evidence-based medicine, communications, ethics and humanism during his tenure at Einstein, including research focusing on the clinical anatomy of the physical examination, procedural anatomy, and anatomical complications to invasive procedures. For his academic excellence, Dr. Rennie was presented with Einstein College of Medicine’s Samuel Rosen Award for outstanding basic science teaching in 2004, one of only two clinicians to ever receive this honor.
In 2011, Dr. Rennie was among the first handful of educators recruited by the Dean of the Hofstra Northwell School of Medicine and was one of the earliest participants in the development of multiple aspects of the school’s innovative curriculum. Since the School of Medicine opened its doors, he has served as co-director of “From the Person to the Professional: Challenges, Privileges and Responsibilities” (CPR) which includes certifying medical students as Emergency Medical Technicians while providing them with early, authentic patient care experiences beginning in the first two months medical school and throughout their first year. Dr. Rennie also has served as co-director of “Structure”, a course which combines and integrates the structural sciences of Anatomy, Embryology, Histology, Pathology and Medical Imaging into a single learning experience, continuing throughout the first two years of medical school.
An innovator in medical training, Dr. Rennie has spearheaded the curriculum in bedside ultrasonography (one of only three such programs in the country) linking the physical exam with the underlying anatomy through state of the art portable imaging. He continues to teach physical diagnosis, is active in medical simulation exercises, and has taken on the role of introducing students to the discipline of “Clinical Reasoning” and its practice in multiple venues (how to use logic and cognitive science to “think like a doctor”).
| Present | Associate Professor, Zucker School of Medicine at Hofstra/Northwell ‐ Department of Science Education | |
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| Present | Associate Professor, Zucker School of Medicine at Hofstra/Northwell ‐ Department of Emergency Medicine | |
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