Summary

(1) Develop an outpatient neurology resident curriculum (a)Develop flipped classroom, learner focused, interactive, high-yield, case-based modules to cover core outpatient concepts (b) Incorporate diversity curriculum within the cases (2) Assess neurology residents through entrustable professional activities (EPAs) in the outpatient clinic

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Outpatient neurology curriculum. Has a well though-out curriculum including addressing the priority area of diversity/inclusion in the content of the curriculum. Also fulfills a need in the neurology residency curriculum and suspect this could also be used for students (particularly sub-interns). Also is sustainable given the curriculum will be on-line and can be used year after year. 

Summary

We propose to develop the Stanford Cultural Psychiatry Curriculum Initiative (CPCI), a web-based collection of brief educational resources that psychiatrists can access in real time in clinical settings to help them integrate a sociocultural perspective into their work. Borrowing from the model of the National Neuroscience Curriculum Initiative (NNCI), which creates and disseminates resources in clinical neuroscience education, we aim to develop and make available a comprehensive set of interactive online resources and videos for self-study and clinical supervision in cultural psychiatry.

Feedback

This project will create on-line resources and videos or self study in cultural psychiatry to start piloting within Stanford and then go more broadly with distance learning. It is aimed at a variety of learners from medical students to residents and faculty and even the general public, and fulfills many priorities including diversity/inclusion, broad reach with high impact/sustainability. The funding is very reasonable for an important area of research.  A proposal strength is that the project will transform successful educational sessions into online format. Additionally, because the efficacy of online modules is a question, it is good that they will be assessed. The proposal could be strengthened by more rigorous evaluation (short-term is currently: feasbility, satisfaction, learner self-assessed knowledge and practice improvement); could you assess actual knowledge and application of material learned (for example with mini cases)? We would recommend adding a flipped classroom model component. 

Summary

This application for a Teaching and Mentoring Innovation Grant seeks funding to allow the WELL for Life (WELL) team to develop and expand a WELL Mentor Program, initially focusing on underrepresented minority (URM) students of Stanford Prevention Research Center’s Masters of Community Health and Prevention Research (CHPR) program and Stanford University medical students. The goal of the WELL Mentor Program is to mentor the URM students to conduct ethically based and scientifically rigorous community engaged research with underrepresented groups. This collaborative effort will allow URM students the opportunity to translate their classroom learnings to fieldwork and research experience. We anticipate to share the success of the WELL Mentor Program via oral presentations, posters and publications within and beyond Stanford both by the URM students as well as the WELL staff. The scientifically rigorous and innovative approach of WELL will provide learning opportunities that may have a lasting impact upon the students within the context of the Stanford School of Medicine or beyond. 

Feedback

This grant proposal has clear aims and a strong rationale for why this program is needed. In the approach, it was not always apparent who the participants are that the researchers are interested in evaluation (e.g., the mentors or the mentees). The project meets a clear need in the school and addresses the Innovation Grants priority area of inlcusion and diversity. We encourage the researchers to carefully follow the application guidelines, for example, margin requirements.

Summary

Cancer is a frequent cause of morbidity and mortality in the United States; the majority of all cancer patients will receive radiotherapy during their disease course. Therefore, current and future physicians who provide longitudinal care for these patients will benefit from increased awareness and knowledge of radiation therapy. Large knowledge gaps about principles of radiation exist among medical students and primary care physicians. Outside of a formal rotation, medical students have little exposure to or education about radiation oncology within the MD curriculum. Delivery of a formalized curriculum in radiation oncology will increase knowledge base and improve patient care. This project seeks to address this important area of need in medical education by studying the efficacy of a novel instructional delivery approach. We propose to (1) design an online interactive case-based educational package including 360-degree, or immersive, video technology to teach core concepts of radiation oncology, (2) administer a pilot of the case-based modules and assess their efficacy at Stanford Medical School, and (3) disseminate this sustainable and innovative educational package to other departments at Stanford as well as other United States academic centers through collaboration with the Association for Directors of Radiation Oncology Programs.

Feedback

The scope of this project to cover the core concepts of radiation oncology seem specific enough to accomplish. The aims are direct and seems like taking existing modules and making them more video based and more generalizable.  The evaluation plan is a simple medical knowledge assessment and the justification for modest budget is strong. The investigator is a medical student and working with a resident which should be fostered and meets Innovation Grant priority for collaboration. There is no connection to diversity and inclusion.  The majority of the funding seemed to be on EdTech services to make the modules more engaging. Great project and write up. 

Summary

This is a project whose goal is to develop and implement a curriculum aimed at improving the knowledge and skills of medical students at the Stanford School of Medicine for the care of sexual and gender minority (SGM) patients, a group in critical need of attention in graduate medical education. We hope to use this funding to support teaching and innovation in the domain of diversity and inclusion.

Feedback

There is a critical need for this project. We support the integration of this curriculum into our SOM. The project is an expansion of a pilot but the details of the expansion and implementation have not been provided with context of what was learned in the pilot; this detail could be elaborated. Addresses Innovation Grant priority area of inclusion and diversity. 

Summary

Develop an outpatient neurology resident curriculum (a)Develop flipped classroom, learner focused, interactive, high-yield, case-based modules to cover core outpatient concepts (b) Incorporate diversity curriculum within the cases (2) Assess neurology residents through entrustable professional activities (EPAs) in the outpatient clinic

Feedback

Outpatient neurology curriculum. Has a well thought out curriculum including the priority of diversity/inclusion in the content of the curriculum. Also fulfills a need in the neurology residency curriculum and suspect this could also be used for students (particularly sub-interns). Also is sustainable given the curriculum will be on-line and can be used year after year.

Summary

The proposed pilot project addresses the need of Junior Faculty for Mentors who are available, knowledgable, supportive to provide guidance and assist in advancing the careers of their Mentees. It addresses this important goal by recruiting interested Stanford Emeriti Faculty who have considerable institutional knowledge and experience and are generally more available than active faculty to provide mentorship. The P.I. serves on Stanford's Emeriti Council (which she will Chair in September) and in that capacity, has learned of the interest of many Emeriti in mentorship, as well as of their wish to reconnect with their Stanford home departments and colleagues in a meaningful way. The issue of potential mobility limitations will be addressed by the use of technology such as Zoom in which they will be trained. This will be a controlled pilot study in that the Junior Faculty in the Study Group will be compared with Controls who receive only traditional mentorship with regard to their satisfaction and impact on career advancement. The impact of this program on the Emeriti Faculty will also be studied with regard to their satisfaction and potential renewal of purpose and community. 

Feedback

This project is designed to develop the methodology for close and long-distance communication between Emeritus mentors. The importance and potential impact of this project is very high, as it takes a valuable resource and applies it in a useful and invented method.

Summary

Physician trainees report significant amounts of stress, especially during critical events in healthcare such as cardiorespiratory arrest and other emergencies. These acute situations can generate a considerable stress response that can positively and negatively affect the performance of individuals and healthcare teams. Previous authors have stated that institutions should supplement training on stress and coping strategies necessary to ensure optimal performance of providers under stressful conditions. Simple stress management techniques amenable to an online curriculum have previously been suggested for healthcare trainees. At the end of the grant period, we hope to produce a high-quality online curriculum addressing key topics related to acute stress and stress management strategies. We hope that our course empowers healthcare trainees to take control of their own stress response to improve performance during critical events. The course will be piloted among anesthesiology trainees and then evaluated and refined for further use within medical education at Stanford and beyond.

Feedback

This study's overall goal of providing the skills to address acute stress and providing coping strategies is a laudable one and much needed in every field. Although we thought the study would be high-impact for those that get to participate, we favor the your dissemination on MedEdPORTAL but would love for you to provide this to other interns at Stanford. Furthermore, a significant amount of the budget is requested for EdTech services which much should match their mission and not require so much funding.  Great project.

Summary

The aim of this project is to utilize the “flipped classroom” (FC) approach with immersive role-play simulations to teach students and residents how to utilize and interpret radiologic studies in patients with acute abdominal pathology. This is a proposed continuation/expansion of a project funded by the TMA and completed in 2017.  This project contributes to improving teaching and mentoring at Stanford and beyond by filling a large gap in durable self-guided and interactive learning

Feedback

This is a proposal by the Radiology department to expand a project previously funded. It is well done and takes the topic of radiology and puts it in the perspective of patients with different types of problems. The quality of the information is high and it is clear that one could learn a great deal from this methodology. We see more of the initial activity of the loaner in the flipped classroom model than we do of the in class portion. Regardless, it is well done and will lead to improved learning. The question for this committee is whether to continue to fund the development of this book, as the proof of concept was probably done by the prior research.To try to be a stickler to improve this educational research, one might begin to ask how the particular methodology addresses the variety of learning needed by a trainee, that is the knowledge, skills, or attitudes of the training. This method is using effective educational principles and therefore could be questioned as to where is the Innovation.  Obviously that is a question for the entire research on the flipped classroom, so maybe considering how this advances that research could be useful.

Summary

The LEAD (Leadership Education in Advancing Diversity) Program has been designed to build leadership and scholarship capacity in diversity and inclusion in GME trainees. This innovative curriculum builds off a pilot program in Pediatrics completed in 2017-2018, and expands the LEAD Program to include residents and fellows in five additional departments (Internal Medicine, Obstetrics and Gynecology, Surgery, Anesthesia, and Psychiatry) in 2018-2019, with the goal of expanding to all of GME in 2019-2020. We will study the impact of this 9-month longitudinal curriculum on resident and fellow knowledge, self-efficacy, and attitudes, scholarly output (number of local and national presentations), and perspectives on mentorship and leadership. The LEAD Program will culminate in the 2nd Annual Stanford Diversity and Inclusion Forum. We will submit the findings of the LEAD program in the forms of national presentations, MedEdPortal submission, and manuscripts. This curricular innovation will have a long-lasting impact on the Stanford Community as it enhances the institutional capacity for diversity and inclusion efforts and is truly collaborative in nature.

Feedback

LEAD is a great program, and reviewers support the exansion to other departments. The proposal could be strengthened if it included a description of "lessons learned" from the first iteration. 

Summary

The goal of this project is to design, implement and assess the impact of a novel disability health course for medical students. The weekly seminar will expose students to the issues that individuals with disabilities face in healthcare in order to better prepare medical students to care for this patient population throughout their careers. We will draw from the expertise of Stanford faculty working in disability medicine and the personal experiences of individuals with disabilities though an engaging series of lectures, video modules, discussions, and reflections on topics such as ethics, stigma, proper language usage, laws and advocacy. Additionally, we will measure the seminar’s impact on medical student knowledge of disability health issues and student perceptions of individuals with disabilities through quantitative and qualitative data collection and analysis. Any impact this seminar course, as revealed by a mixed methods program evaluation, will be presented to the greater medical education community through conference presentations and peer-reviewed publications. Lastly, we hope that the modules developed in this curriculum can be shared widely to advance and improve disability health education across all US medical schools. 

Feedback

This was a well-written proposal with clear aims and a strong, compelling rationale. The committee felt that strengths included partnering with community groups/people and sustainability given the videos the researchers intend to make. Although the methods were fairly clear, we felt the notion of a needs-based assessment could have been further described and introduced earlier. Finally, make sure that acronyms are not introduced without definitions.

Summary

The proposed project will develop and evaluate the impact of emotional literacy workshops for members of the medical community. Clinician responses to patients’ affective cues are linked to care outcomes, however, instruction on how to effectively identify and manage emotion in a clinical interaction is not a standard part of medical education curricula. While high rates of burnout are reported in medical trainees, physicians and nurses, there is evidence that emotional intelligence and emotional stability may be protective against burnout. New curricular infrastructure is needed to provide clinicians with the skill set necessary to navigate the extraordinary emotional demands of practicing medicine. The objective of this project is to synthesize existing evidence to provide a set of three empirically-grounded emotion training workshops. At the conclusion of the training, participating clinicians should feel more confident in: (1) identifying and self-regulating their own emotion during challenging clinical encounters; (2) recognizing and containing patients’ emotion; (3) effectively identifying emotional cues across genders and culturally diverse patients and; (4) understanding the role of emotion in patient outcomes. The workshops will be offered to the medical community, and will be recorded and made freely available online.

Feedback

Very concrete, important topic, feasible with a good timeline and this proposal is well written. The project has the ability to reach cross departmental specialities and will involve main campus colleagues, addressing the Innovation Grant priority area of collaboration. It also addresses the priority areas of diversity/inclusion and impact/sustainability. These modules will be available online to the broader community that may not be able to attend the workshops. Addresses the critical need for emotional intelligence training that we feel is essential for patient-centered care. 

Summary

1. Measure the wellbeing of inpatient oncology residents and compare it with resident wellbeing across the Internal Medicine (IM) program; 2. Assess correlations between residents’ wellbeing and their self-perceived comprehension of patients’ goals; 3. Introduce a Narrative Medicine curriculum designed to promote reflective practice among inpatient oncology residents; 4. Measure the impact of this curriculum on resident wellbeing and comprehension of patients’ goals.

Feedback

Using narrative medicine to promote wellbeing in oncology residents. The project will consist of monthly narrative medicine workshops and incorporate the narrative medicine curriculum to oncology. Resident burnout will be measured and the narratives will be collected into a data bank of narratives for use and publication. Later translate this curriculum to other high risk rotations. This proposal could explain in more depth plans for sustainability and measuring impact.  The idea of incorporating a narrative medicine curriculum to promote resident wellness is a strength of this project as it addresses a very important topic at this time.