2015-2016 Innovation Grants Recipients

The Teaching and Mentoring Academy is pleased to announce recipients of the 2015-2016 Innovation Grant awards. Below is a summary of each project, a link to download each project's full proposal, and feedback on the proposal that was provided by the grant review committee.

Lisa Chamberlain, Associate Professor, Pediatrics Comprehensive Online Curriculum on Qualitative Research Methods

Sara Dudley, Resident, Radiation Oncology Palliative Care Educational Modules as part of Radiation Oncology Resident Training

Stephanie Harman, Clinical Associate Professor, Medicine/Division of General Medical Disciplines Stanford Video-Based Coaching and Mentoring Program

Natalya Hasan-Hill, Clinical Assistant Professor, Anesthesiology/Perioperative and Pain Medicine Assessing Workplace Culture and Identifying Targets for Creating a Positive Learning Climate

Kiran Kumar, Resident, Radiation Oncology Formalized, Targeted Curriculum for Incoming Radiation Oncology Residents

Henry Lee, Assistant Professor, Pediatrics Storytelling to Teach Empathy

Dana Lin, Clinical Assistant Professor, Surgery The Impact of an Evidence-Based Emotional Intelligence Curriculum for Physicians on Physician Emotional Intelligence and Well-Being

James Lau, Clinical Associate Professor, Surgery Why do Residents Leave? A Multi-Institutional Study Investigating the Impact of Culture on Attrition from Surgical Residency

Jordan Newmark, Clinical Assistant Professor, Anesthesiology Use of Immersive Learning Techniques to Observe and Teach Safe Opioid Prescribing and Management

Marily Oppezzo and Cati Brown-Johnson, Postdoctoral Scholars, Stanford Prevention Research Center Assessment of Experience-Drive Online Medical Education

Matthew Pesko, Resident, Psychiatry Online Modules and Mini-Workshops for Stanford Pre-clinical and Psychiatry Clerkship Students Regarding Effective Communication Skills for Challenging Patient Encounters

Peter Poullos, Clinical Assistant Professor, Radiology The Acute Abdomen Small Group On-Call Simulation: A Flipped Classroom Approach to Teaching Radiology

Proposal

Summary

The goal of this project is to utilize the flipped classroom approach and role-play on-call simulations to teach medical students, as well as radiology and non-radiology residents, how to utilize and interpret radiologic studies in patients with acute abdominal pathology.

Feedback on Proposal

The modules and simulation in this project are adaptable for both the level and specialty of the learner, making the scope broad but manageable. Although the flipped classroom model is no longer novel, it provides an innovative approach for delivering this content.

Guillaume Riesen, Graduate Student, Biosciences/Neuroscience Educational Neuroscience Videos for an Interested Lay Audience

Danielle Shin, Resident, Pediatrics Assess Whether Introversion (defined by Meyers-Briggs) Affects Evaluation of Resident Competencies

Kelley Skeff, Professor, Medicine/General Internal Medicine Chronology of Present Illness as a Tool to Teach Patient-Physician Communication

Louise Wen, Senior Resident, Anesthesiology Evidence-based Wellness Interventions via Online-Based Video Curriculum

Next funding cycle opens June 2016.

Applications for the September 1, 2016 - August 31, 2017 funding cycle will open in June 2016. For more information contact Christine Solari (csolari@stanford.edu).

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2015-2016 Innovation Grants Recipients

Next funding cycle opens June 2016.