Meet the Rathmann Fellows
The Stanford School of Medicine Office of Medical Education and Research and Evaluation group are pleased to announce that Dr. Carl Gold (Neurology and Neurological Sciences) and Dr. Tyler Johnson (Oncology) have been selected as Rathmann Family Medical Education Fellows in Patient-Centered Care for 2017-18. This program provides the part-time salary support for a Stanford faculty, fellow, or chief resident to pursue further study and activities focused on the promotion of patient-centered care in medical education.
Carl Gold, MD, MS
Dr. Carl Gold graduated from Robert Wood Johnson Medical School. He completed Neurology residency at New York-Presbyterian/Columbia University Medical Center and Neurohospitalist Fellowship at UCSF. Dr. Gold is currently a Clinical Assistant Professor in the Stanford Department of Neurology & Neurological Sciences.
As a Neurohospitalist, Dr. Gold specializes in the diagnosis and treatment of hospitalized patients with neurological disorders. He cares for a broad range of patients, including individuals with seizures, central nervous system infections, autoimmune diseases, headaches, neuromuscular conditions, and neurological complications of cancer. Dr. Gold's interests include bedside teaching of medical students and residents, improving physician communication, and empowering trainees to design and complete quality improvement projects.
Tyler Johnson, MD
After graduating from the University of Pennsylvania medical school in 2009, Dr. Johnson came to Stanford for his internship and residency and was then selected to stay on as a chief resident in 2012. Upon completing his chief year, he stayed again for his hematology/oncology training as a fellow from 2013-2016 and was delighted to join the faculty in the division of oncology in 2016 as a clinical assistant professor specializing in the care of patients with GI malignancies. In the oncology division, Tyler currently helps lead the housestaff inpatient oncology service (med 10).
As Dr. Johnson progressed through his medical training, he found he loved teaching just as much as caring for patients. Dr. Johnson has engaged in medical education at virtually all levels and in multiple forums over his eight years at Stanford medical school. On the wards as a supervising resident, he frequently went to the whiteboard to give informal lectures on everything from inotropes to ABGs and as a chief resident he pioneered multiple novel teaching methods in daily "morning reports." As a fellow and faculty member he has become increasingly involved in medical student education--leading small groups of early-year medical students as they develop fluency in the physical exam and clinical reasoning. Also, while a fellow he established a program that allows for the rigorous planning, implementation, and evaluation of an annual educational intervention in the internal medicine residency program.
As a Rathmann fellow, Dr. Johnson hopes to develop a deeper understanding of how hematology/oncology fellowship programs in the United States educate their fellows by surveying the country's fellowship program directors. He hopes to use this knowledge to improve the education of Stanford hematology/oncology fellows with a curriculum that is both broad and deep and which includes learning to deliver compassionate and high-caliber care in difficult, high-stakes, and end-of-life situations.
The program provides protected time for one year to participation in a core curriculum in medical education theory, methods and research, participation in ongoing curriculum development in undergraduate or graduate medical education in the area of patient-centered care, and development and conduct of a scholarly project in medical education related to patient-centered care. The fellow will participate in the Educators-4-C.A.R.E. (E4C) program, serving as a mentored preceptor with selected E4C faculty in educational activities that are part of the E4C program.
The Educators-4-C.A.R.E. program, launched in 2008, formally recognizes the critical importance of mentors and clinical teachers by providing tangible support to a cadre of skilled and dedicated teachers of the practice of medicine. As the name implies, the Educators-4-CARE program prepares students to internalize core values of the profession Compassion, Advocacy, Responsibility, and Empathy from the beginning and throughout medical school. Seventeen program faculty are supported for time to serve as teachers and mentors for a small number of students (~6) from each medical school class. After intense faculty development in principles and practice of patient-centered care, the E4C faculty formally teach bedside clinical skills to preclinical students as part of the Practice of Medicine course. In addition to these regular sessions, E4C faculty meet with their students from all years on a bimonthly basis, in the Doctoring with C.A.R.E. sessions. These interludes allow for important near-peer interactions, mentoring, and revisiting important and crosscutting issues in medical practice, with a major focus on patient-centered care.
Please join us in congratulating Drs. Gold and Johnson for this important achievement!
Dr. Danit Ariel graduated from the University of California, Davis School of Medicine and completed her residency in Internal Medicine followed by fellowship in Endocrinology and Metabolism at Stanford University Medical Center. During her postdoctoral training under Dr. Gerald Reaven, Dr. Ariel evaluated the relationship between insulin resistance and obesity with various disease entities including cardiovascular disease, hyperlipidemia, and hypogonadism. She was awarded an American Diabetes Association Mentor-Based Postdoctoral Fellowship Award and an NIH KL2 Mentored Research Career Development Award. During this time, she completed a Masters in Epidemiology and Clinical Research at Stanford University.
She enjoys teaching preclinical medical students in Practice of Medicine, and mentoring medical students and housestaff. Her areas of interest include patient-centered care, physician wellness, mindfulness practices, curricular development, and medical education research. Her Rathmann Medical Education research project is the creation of The Stanford Video Archive of Clinical Medicine, a video archive of real patient interviews as a complement to the current preclinical curriculum. The goal of Dr. Ariel’s project is to bring to life the humanistic element of disease and to place the patient narrative – the “story” of the patient – into the center of student learning, ultimately leading to a longstanding impact on our medical students and how they practice medicine.
Dr. Caroline Okorie graduated from The University of Arizona College of Medicine where she obtained both her medical degree and Masters in Public Health. She completed her residency and chief residency in Pediatrics at Oregon Health and Science University and is currently a Pediatric Pulmonary Medicine fellow in the Division of Pediatric Pulmonary, Asthma and Sleep Medicine at Stanford.
Her areas of interest include: physician-patient communication, community engagement, health literacy, and physician wellness. Her project during her fellowship will involve the development and evaluation of a curriculum to teach residents about health literacy, the effects of low health literacy on health status, and how to effectively communicate with families of all literacy backgrounds.
Although Dr. Okorie's passion for medicine started at a young age, she also possesses a love of the arts and politics and majored in English Literature while a Stanford undergraduate. She was able to read Chaucer's entire Canterbury Tales in Middle English. This skill has not yet proved to be helpful in her medical practice, but she is still looking forward to the opportunity to say "graunt mercy" to a patient.
Dr. Jason Hom graduated from the UCSF School of Medicine. He completed his residency and chief residency in Internal Medicine at Stanford and is currently a Clinical Instructor/Hospitalist in the Division of General Medical Disciplines. He enjoys being a Practicum instructor for pre-clinical medical students, a Core Faculty member for the residency program and a co-organizer for the residency's Choosing Wisely-based High Value Care Curriculum. He loves working with house staff and medical students while on the wards. His areas of interest include patient-physician communication, and he hopes to start a medical education project related to trainees and medical jargon during his Rathmann year.
Dr. Ian Nelligan is a family medicine physician with a passion for primary care, medical education, and primary care research. After completing undergraduate and medical school in North Carolina, he moved to San Francisco to train at the San Francisco General Hospital. During his years at UCSF’s Family and Community Medicine Residency he developed clinical interests in preventive medicine, chronic pain, refugee health, liver disease, mental health, and chronic disease management. He also has a background in public health with special interests in global health, community medicine, quality improvement, and community based participatory research. He is co-Director of the Longitudinal Community Health Advocacy Medical Partnership (L-CHAMP), a new and innovative Stanford School of Medicine course that provides early authentic community based clinical experiences and mentorship.
Dr. Katharine Brock is currently a second year fellow in Pediatric Hematology/Oncology fellow at Stanford University, Lucile Packard Childrens Hospital. She graduated from the Northwestern University Feinberg School of Medicine, and completed Pediatric Residency at the University of Colorado. Her area of interests are education of residents and fellows, communication with families regarding advance care planning, and palliative care for children with complex, chronic illness. Her research evaluates the use of simulation for education of pediatric fellows with regard to palliative care and pain management. She has been awarded a KL2 Mentored Research Career Development Award to pursue a Masters in Epidemiology and Clinical Research, and the CHRI Innovations in Patient Care Grant. Dr. Brock plans to complete a Pediatric Palliative Care Fellowship in 2015-2016.
Dr. Poonam Hosami graduated from Northwestern University Feinberg School of Medicine. She completed her residency in Internal Medicine at the New York Presbyterian Hospital-Well Cornell Medical Center in New York City. She is a Clinical Instructor in the Division of General Medical Disciplines, in the Hospitalist Group. She is an E4C associate and enjoys spending time teaching preclinical students in Practice of Medicine. She is also a member of the core faculty for the Internal Medicine residency program and is involved in developing initiatives in resident clinical skills education through the Program in Bedside Medicine. Her areas of interest include mentoring and exploring new methods of teaching empathy and humanism.
Dr. Javier Lorenzo graduated from Stanford University of Medicine, and continued to complete a residency in Anesthesiology and a fellowship in Critical Care Medicine. He is currently a Clinical Instructor in the Department of Anesthesiology, and attends in the medical/surgical ICU. He is involved in didactics towards anesthesia residents and in using simulation to expose medical school Health and Human Disease curriculum. His professional area of interest is the intersection of critical care and policy, and the use of policy initiatives to improve patient-centered outcomes. He hopes to use the Rathmann Fellowship to improve medical education in critical care.
Dr. Amelia Sattler graduated from Mayo Medical School in Rochester, MN. She completed residency in Family Medicine at the Stanford-affiliated San Jose-OConnor Family Medicine Residency Program. In the Fall, she joined Stanford Family Medicine as a Clinical Instructor in the Department of General Medical Disciplines. She enjoys teaching and mentoring medical students and residents as an E4C associate, through the OConnor-Stanford Leadership in Education Residency (OSLER) Program and at the San Jose-OConnor Family Medicine residency. Her professional areas of interest include adolescent medicine and patient-centered primary care, with specific enthusiasm for quality healthcare discussions and communication. This interest inspired her to explore the common challenges that hinder physicians and medical students from facilitating effective healthcare conversations and study possible solutions to bridging this important meaningful change in the outpatient practices at Stanford to better meet the needs of our patients.
Dr. Charles Liao graduated from the University of California, San Francisco School of Medicine. He completed a residency in Internal Medicine at Stanford University Medical Center. He is currently a Clinical Instructor in General Medicine Disciplines in the Department of Hospital Medicine. His clinical responsibilities include attending on the general internal medicine wards, internal medicine consult service, and the general medicine procedure team. He is actively involved in didactics for medical students in Practice of Medicine as an E4C associate and for residents during their noon conferences and morning report sessions as an academic hospitalist. His professional area of interest is in patient-centered communication in patients with limited English proficiency. His background growing up in Taiwan and clinical experiences in UCSF, Stanford, and its affiliated hospitals motivated him to examine and improve the way medical schools teach communication skills using interpreter services. His hope is to train learners to practice patient-centered care for any kind of patient or environment they encounter and to help them understand the importance of interpreters as part of the medical team.
Dr. Carrie Rassbach graduated from Columbia University College of Physicians and Surgeons in New York City. Following this, she completed pediatric residency and chief residency training at Children’s National Medical Center in Washington, D.C. She is currently a Clinical Assistant Professor of Pediatrics, practicing in pediatric hospital medicine at Lucile Packard Children's Hospital. She is also an Associate Program Director for the Stanford Pediatric Residency Program and Co-Director of a new Pediatric Hospital Medicine Fellowship Program. Her areas of interest include complex care, medical education, and family-centered care. She plans to study the Stanford Pediatric Residency Coaching Initiative during her Rathmann Fellowship.
Dr. Sam Lolak is currently Clinical Associate Professor of Psychiatry, and Associate Director in the Psychosomatic Medicine Fellowship Program in the Department of Psychiatry and Behavioral Sciences at Stanford University. His areas of interest include depression in the medically ill, brief bedside psychotherapy and psychodynamic issues in Consultation-Liaison psychiatry, mindfulness practices and compassion cultivation, clinical teaching and curriculum development in Psychosomatic Medicine. A longtime student of mindfulness and contemplative practices, Dr. Lolak is hoping to help bring more compassion cultivation and mindfulness training into medical education at Stanford.
Dr. Tracy Rydel is currently a Clinical Assistant Professor in Family Medicine and has her clinical practice at Stanford Family Medicine. She is also Co-Director of the Core Clerkship in Family Medicine at the Stanford University School of Medicine. Her professional areas of interest include a holistic approach to the practice of primary care as well as fostering authentic, patient-centered communication in the clinical setting. Her fellowship training in Integrative Medicine motivated her to examine and improve the communication between patients and their physicians regarding their use of Complementary and Alternative Medicine modalities, enhancing patient safety and allowing for more open, honest disclosure in the patient-physician relationship. Dr. Rydel has been developing a four-year, longitudinal medical student curriculum about this topic, planning to launch the curriculum in Spring 2014.
Dr. Jeff Chi is currently a hospitalist at Stanford Hospital and Clinics, and a Clinical Assistant Professor of Medicine in the Stanford School of Medicine Department of General Disciplines. He is currently the faculty lead for the Electronic Health Record curriculum for 2nd year medical students. His primary research interests relate to the influence of the Electronic Health Record on medical education. His Rathmann Medical Education research project: Although adoption of Electronic Health Record (EHR) is becoming more widespread, the effect of the EMR on medical education has not received significant attention. It has been postulated that implementation of the EHR has altered trainee workflow and further predisposes the learner to spend more time occupied by indirect patient care. This potentially has significant implications since the usage of the EHR and its features without proper training and guidance could negatively impact education and delivery of patient-centered care. This could also impact work hour violations with housestaff. We hope to contribute to this literature by characterizing EHR use by medical residents and students at our institution with this study, identify driving factors, and implications on performance and other outcomes.
Dr. Dana Romalis is currently a Clinical Assistant Professor of Medicine at Stanford School of Medicine.
Rathmann Accomplishments (since entry into the fellowship)
- Chi, J. 2011 AAMC National Conference: Introduction to the Electronic Medical Record: Impact of a Pre-Clerkship Curriculum. (Poster presentation)
- Chi, J 2012 Society of Hospital Medicine National Conference: Introduction to the Electronic Medical Record: Impact of a Pre-Clerkship Curriculum. (Poster presentation)
- Lolak, S. 2013. Mindfulness Training & Compassion Cultivation as a Potential Antidote for Burnout: implications for medical education and practice. Grand Rounds, Stanford Department of Psychiatry and Behavioral Sciences.
- Rydel, T. (2013). AAMC Western Group on Educational Affairs annual conference: Improving communication about a clandestine topic: A proposed flipped classroom curriculum continuum for teaching medical students how to talk to patients about Complementary and Alternative Medicine.
Awards (funding, scientific, teaching)
- Chi, J. Henry J Kaiser Family Foundation Award for Excellence in Preclinical Teaching (May 2012).
- Chi, J. Department of General Medical Disciplines Research Mini-Grant (May 2012)
- Lolak, S. Macy Humanism Faculty Development: “Passing the Torch: Fostering Medical Humanism through Faculty Role Models” Selected as one of eight faculty members to participate I a year-long seminar. (2012-2013).
Other Noteworthy Recognitions
- Rydel, T. (2013). Director of Practice of Medicine course, Year One.