2019-2020 Innovation Grants Recipients

2019 - 2020 Innovation Grant Recipients

Eli Carrillo, Clinical Instructor, Department of Emergency Medicine & Marc Gautreau, Associate Professor, Department of Emergency Medicine Prehospital Education Project

Summary
The Stanford Prehospital Education Project is a novel educational initiative that augments the teaching, lecturing, and audio-visual production skills of Emergency Medicine residents and fellows by focusing on improving the continuing education of EMTs and paramedics.

Proposal

Victor Carrion, Department of Psychiatry and Behavioral Sciences Cue-Centered Therapy Online Training Package: An Innovative Tool for Mental Health Practitioners to Aid Healing of Chronically Traumatized Communities

Summary
This project aims to produce an innovative, clinically oriented and culturally inclusive online training package, focusing on child trauma and Cue-Centered Therapy (CCT). CCT is a novel, manualized, multi-modal and empirically supported psychotherapeutic intervention for chronic trauma exposure in youth developed at Early Life Stress and Pediatric Anxiety Program (ELSPAP). A significant portion of American youth have been exposed to multiple traumatic events. It can lead to Post-Traumatic Stress Disorder (PTSD) and other deleterious consequences on psychological and physical health and wellbeing. Most of the children that come from ethnic minority or immigrant communities remain underdiagnosed and untreated due to lack of access to mental health care. In addition, many practitioners lack training in empirically supported interventions and are not adequately prepared to address trauma reactions stemming from chronic exposure to adversity in childhood. Our goal is to bridge this gap by providing easily accessible, open-source and self-paced online training material covering the important concepts in trauma and CCT to: (1) medical students and mental health practitioners in Stanford community; (2) practitioners in our community partner organizations. Training package material has been developed on the basis of the team's extensive experience in creating, delivering and teaching the intervention.

Proposal

William Dixon, Clinical Instructor, Medical Education Scholarship Fellow, Department of Emergency Medicine Development of Distal Radius Fracture Mastery Learning Class and Simulator

Summary
Emergency medicine and orthopedic surgery residents must learn distal radius fracture reductions. There are limited clinical opportunities for such training. Simulation based mastery learning has been shown to improve learning and decrease complication rates for procedures that lend themselves to checklist evaluations. There is no simulation based mastery learning curriculum for distal radius fracture reduction. We plan to create a simulation based mastery learning curriculum to teach distal radius fracture reduction to emergency medicine and orthopedic surgery residents. We will supplement this training with a novel 3D printed simulator, curriculum, and checklist. We will evaluate individual learning as well as track changes in management of patients with distal radius fractures in the Emergency Department.

Proposal

Timothy Keyes, Student, Medical Scientist Training Program & Michael Gisondi, Associate Professor, Vice Chair of Education, Department of Emergency Medicine School of Medicine Faculty Training in LGBTQI+ Health: Design of a New Online CME Course

Summary
The goal of this project is to develop and implement a one-hour, open-access continuing medical education (CME) course for Stanford Medicine faculty to improve knowledge, skills, and attitudes pertaining to the provision of healthcare to sexual and gender minority (SGM) patients. The course will address themes of diversity, equity, and inclusion, including such topics as implicit bias, health disparities, and social determinants of health. We are designing an innovative and impactful learning resource to better prepare medical school faculty members to teach principles of LGBTQI+ Health across all disciplines. Course materials will be disseminated as a free, online CME course to asynchronously educate faculty members at Stanford University and beyond for years to come. This proposal addresses three of the Academy Innovation Grant Program's funding priorities: Collaboration, Diversity and Inclusion, and Impact and Sustainability.

Propsal

Ayesha Khan, Assistant Professor, Department of Emergency Medicine Standardized Curriculum on Social Determinants of Health

Summary
Identification with a minority or marginalized group is linked to health disparities, inadequate treatment, and poor health. Despite demand for formalized teaching to address the social determinants of health (SDH) that influence the care of such populations, it is challenging to adequately teach culturally sensitive care. Narrowing diverse experiences in the classroom can stereotype patients, and discussing such topics at the bedside is inconsistent and can be uncomfortable. We will use simulation to overcome these challenges in standardizing curricula on social determinants of health. We will build empathy through illustrative scenarios and promote empathetic communication as a tool to screen for social determinants. Simulation debriefing with cross sector stakeholders will be a safe venue for this potentially activating topic and we will cultivate best practices for intervention.

Proposal

Arden Morris, Professor, Department of Surgery Enabling Workforce Diversity through a Teen Outreach Program

Brian Nuyen, Resident Physician, Department of Otolaryngology-Head and Neck Surgery & Sam Most, Chief, Division of Facial Plastic and Reconstructive Surgery, Professor, Department of Otolaryngology-Head and Neck Surgery Multidisciplinary Surgical Training Using a 3D-Printed Facial Surgery Simulator: Breaking Down Surgical Education Silos

Summary
Our multi-specialty, multi-institutional, Stanford Medicine-led proposal aims to break down surgical specialty training silos to unite around common goals valuing 3D topographical surgical knowledge and skills. This project aims to rigorously validate a low-cost, high-fidelity, 3D-printed practical facial surgery simulator to teach medical students and residents topographical surgical thinking and hands-on skills. Further, this proposal explores how this facial surgical simulator may serve as a sustainable and longitudinal learning modality for trainees, allowing for pedagogical tracking of learning progression across diverse surgical specialties.

Proposal

Cynthia Peng, Department of Emergency Medicine & Kimberly Schertzer, Department of Emergency Medicine Rapid Cycle Deliberate Practice in Virtual Reality: Teaching Transvenous Pacemaker Insertion to Emergency Medicine Residents

Summary
Temporary transvenous pacemaker insertion is a critical life-saving procedure that requires a multitude of steps and proficiency in cognitive and technical skills. Studies have suggested that current training with mannequin-based simulation in emergency medicine residents is not always sufficient. We propose the novel development of a VR experience to teach transvenous pacemaker insertion for emergency medicine residents using the principles of rapid cycle deliberate practice (RCDP). Our hypothesis is that VR will be a feasible modality for teaching temporary transvenous pacemaker insertion to emergency medicine residents. We also hypothesize that there will be no difference in competency-based training acquired through traditional RCDP with facilitated micro-debriefs versus non-facilitated checklist-based feedback. Lastly, we expect that there will be no difference in retention of skills between the two groups.

Proposal

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Clinics & Services

Research Resources

Professional Training

Education Resources

Academy Membership

Steering Committee

Education Day--Academy Annual Conference

4th Annual Medical and Bioscience Education Day / SIMEC V

Medical & Bioscience Education Seminar Series

Health Professions Education and Scholarship Program (SHAPES)

Past Programs

Telehealth Seminar Series

Resources for Anti-Racist Education and Action

Innovation Grant Recipients

SoM Teaching Awards

2019 - 2020 Innovation Grant Recipients