Professor Honored for Advancing Intraoperative Neurophysiological Monitoring

The American Society of Neurophysiological Monitoring (ASNM) recognized a UT Dallas faculty member for his significant contributions to the field of intraoperative neurophysiological monitoring (IONM). 

Dr. Faisal Jahangiri, a Doctor of Medicine and biomedical engineer by training, serves as assistant professor of instruction in the UTD School of Behavioral and Brain Sciences (BBS). He is also a current Board member and a Past-President of ASNM.

After a prolific career spanning diverse roles in hospitals across Pakistan, Qatar, Saudi Arabia, and the U.S., he joined the BBS Department of Neuroscience faculty as a part-time lecturer in 2019. Today, Dr. Jahangiri serves as a full-time assistant professor of instruction, teaching a wide range of disciplines that bridge neuroscience, clinical practice, and biomedical technology. 

IONM professionals use neuromonitoring techniques to assist surgeons during high-risk surgical procedures. In the operating room and interventional procedures, they assess the function of the brain, brainstem, spinal cord, cranial nerves, and peripheral nerves to prevent damage to a patient’s nervous system and preserve its functionality. 

ASNM – a non-profit professional organization that serves the IONM profession through education, quality, and standards – honored Jahangiri with its Founder’s Award for his lifelong commitment and extraordinary contributions. 

From Mapping of the Brain (ACN 6375), Mapping of the Spinal Cord (ACN 6375), Human Neurophysiology Lab (NSC 4383), Sleep and Sleep Disorders (NSC 4320) to Neurobiology of Emotion (NSC 4382), and Intraoperative Neurophysiological Monitoring (ACN 6374), his courses provide students with both theoretical knowledge and real-world clinical skills to enter the IONM field. 

Can you tell us about the IONM profession? 

For anyone undergoing surgery, such as back surgery, scoliosis treatment, or a fracture repair, the surgery can last between six and 20 hours.  

Without neuromonitoring, the patient wakes up after 10 hours, and we don’t know if they will be able to move or feel their legs. With these surgeries, there’s always a risk of paralysis. If the patient has a brain tumor or brain surgery, there’s a risk of paralysis, blindness, or memory loss. 

So, if the patient cannot walk after the surgery, we know the spine is damaged. But when did it happen? What happened? We can guess, but it might be too late, and we cannot rectify the situation. 

Within two minutes, changes are reversible. Between two and four minutes, it’s a gray area. And after four minutes, the damage is irreversible. So, you can go back to surgery and open it up to see, but there’s no way to fix it. 

IONM professionals do these neurological tests while a surgeon is operating on the spine, brain, or any other part of the nervous system. And they can see the changes in the patient’s neurophysiological data within a few seconds or a minute. 

And if you see the change, you can alert and say to the surgeon, “OK, back off. Whatever you’re doing, stop here.” So, the surgeon will know what they did at that moment, and it’s easier to reverse what has been done in the last few minutes, instead of going back after and trying to fix it 10 or 12 hours later. 

What does this field need? 

There are approximately 6,000 hospitals in the U.S., with more than half regularly performing surgeries, often conducting five to ten procedures simultaneously. Each year, around 1.5 million spine and brain surgeries are performed nationwide, many of which require some form of neuromonitoring to enhance patient safety and surgical outcomes.

At the technological level, approximately 5,000 individuals have earned CNIM certification over the past 40 years. However, in the U.S., more than 40% of them have since retired, leaving fewer than 3,000 actively practicing CNIM-certified technologists today. The number of registered technologists is even lower, meaning there isn’t even one qualified professional for every hospital in the country. This shortage highlights a strong and growing demand, making it a highly attractive and rewarding field.

We also require well-trained professionals who can perform this work with accuracy and consistency. Unfortunately, a significant number of individuals currently in the field lack adequate training, which often leads to improper or inconsistent execution.

That’s where UT Dallas plays a pivotal role—offering one of the nation’s only structured graduate programs dedicated to intraoperative neuromonitoring (IONM). This program stands out for its academic rigor and practical relevance, featuring courses that are not only unique in content but also purpose-built to bridge the gap between theoretical knowledge and real-world clinical practice.

The BBS department at UTD has recently purchased an IONM machine for training the students in the classroom. So, while we cannot show students a procedure in an operating room, we can connect a person or student to the machine and conduct a simulation. That way, the students can see that their hands are moving and all the signals. They get excited because they can see something with real clinical application.  

This also gives students a competitive edge in the job market. When hiring managers see that an applicant, whether at the bachelor’s or master’s level, has completed these specialized courses, it signals that the candidate has already gained relevant, hands-on experience in the field.

Can you tell us about your teaching style? 

I teach four courses each semester, with a primary emphasis on surgical neurophysiology. In addition, I lead courses on topics such as fear and emotion, sleep, and sleep disorders, providing students with a broad understanding of both neural function and behavioral neuroscience. Thanks to department-funded equipment, my teaching combines traditional lectures with hands-on training, enabling students to apply theoretical concepts directly using real-world tools and techniques.

One of the assignments I developed for students at UT Dallas involves designing a weekly infographic based on a topic they’re currently learning. After creating their infographic, I showcase their work on my website or LinkedIn. Some of the selected infographics are also included in my books. The students find the process both engaging and rewarding, and more importantly, the act of creating reinforces their understanding, making it easier to retain the material and perform well on exams.

I recently published a new book titled An Infographic Journey Through the Neurobiology of Emotion: Visualizing Emotions, The Art of Fear, spanning over 300 pages and featuring a wide array of student-created infographics. Each published work is credited by name, and this volume proudly includes contributions from 170 students.

Just last month, I released another book, An Infographic Journey Through Neurophysiology: Visualizing the Art of Intraoperative Neurophysiological Monitoring, which highlights student work once again—this time featuring every contributor by name.

I aim to inspire and guide students through the research-writing process, especially since many both graduate and undergraduate students have never written a formal paper and often feel unsure of where to begin.

Rather than assigning typical coursework or article summaries that are quickly forgotten, I take a more immersive approach:
“We’re going to write a research paper. I’ll organize you into groups, walk you through the process step by step, and together, we’ll craft a paper that we’ll work toward publishing.”

This experience not only builds students’ confidence and research skills but also gives them a lasting academic achievement they can be proud of.

Let me know if you’d like a version tailored for a teaching portfolio, grant application, or academic website; it will really shine in any of those.

Therefore, they are highly motivated because their names will be published on Google Scholar and various databases. I believe we’ve published more than two dozen papers in the last two to three years. 

Many of my students also serve as co-authors on published book chapters, an opportunity that distinguishes my courses. It’s one of the distinctive experiences I can offer, and I believe it’s part of the reason my classes tend to fill up so quickly.

How did you get into this field? 

I completed my medical school education in Pakistan, followed by training in radiology and surgery.   While attending medical school, I got married. My wife, an electrical engineer, was awarded a scholarship to pursue her Ph.D. in biomedical engineering in the United States.

With a strong interest in engineering and a natural aptitude for mathematics, I followed a similar path and began postgraduate studies in biomedical engineering in Cleveland. My research focused on the design of EEG machines and 3D imaging technologies. During this time, I also taught anatomy courses in medical and dental schools, an experience that further deepened my engagement with both clinical and academic environments.

While exploring career opportunities, I came across a role in the field of electrophysiology that I was unfamiliar with at the time. I reached out, and to my surprise, was offered the position immediately. The hiring team recognized the value of my combined background in medicine and engineering, especially for working with advanced equipment in hospital settings.

This opportunity led me to Detroit, where I received hands-on training at Detroit Medical Center and Henry Ford Hospital. Later, I moved to Philadelphia to serve as Program Director at Thomas Jefferson Hospital, followed by the same position at the University of Virginia in Charlottesville, Virginia, where I continued to bridge clinical applications with academic leadership.

My career has also taken me to work in Washington, DC, Baltimore, and Seattle. I moved to Saudi Arabia for six years to start the IONM program in two hospitals. Then I was recruited to start a program in Qatar. During my time in the field, I was responsible for hiring, and I often received referrals from Dr. Aage Møller, who taught a course on intraoperative monitoring. Whenever students expressed interest in entering the field, he would refer them to me or other companies. As a result, I became very familiar with UT Dallas early on and went on to hire many outstanding graduates from the university.

Before joining UT Dallas, I served as Vice President of Clinical Affairs at a Dallas-based company specializing in intraoperative neuromonitoring (IONM). Shortly after relocating to Dallas in the summer of 2018, I reached out to Dr. Richard Golden to offer internship and training opportunities to his advanced students. Given the growing career appeal of intraoperative monitoring, I wanted to provide hands-on experience that would help prepare students for the field and strengthen their professional development.

While providing intraoperative monitoring training to students, Dr. Richard Golden approached me about teaching formal IONM courses at UT Dallas. I initially began by teaching one course each semester, and as the program grew, I was offered a full-time faculty position, at which point I officially transitioned into academia.

Dr. Faisal Jahangiri is a valued member of the School of Behavioral and Brain Sciences at UT Dallas, where he combines his background in medicine, biomedical engineering, and clinical neurophysiology to create an enriching academic experience. His work bridges classroom learning with real-world application, offering students hands-on training, opportunities for publication, and exposure to one of the most in-demand fields in neuroscience. Dr. Jahangiri’s dedication to mentorship and innovation was recently recognized with the prestigious Founder’s Award from the American Society of Neurophysiological Monitoring (ASNM), honoring his outstanding contributions to advancing intraoperative monitoring. Whether guiding students through infographic-based learning, collaborative research papers, or clinical internships, Dr. Jahangiri continues to shape a new generation of neuroscientists while exemplifying the interdisciplinary strength and inclusive spirit of the BBS community.