Presented by the Teaching and Mentoring Academy and the Stanford Health Professions Education and Scholarship Program

The Power of Education as an Agent of Transformation and Change

Join your colleagues for an inspiring day of connection and learning. This year’s Education Day theme is The Power of Education as an Agent of Transformation and Change. Medical education not only imparts skills and knowledge to students, but also impacts the health and well-being of communities. This year’s conference embraces education’s potential to transform lives and communities. We aim to elevate and promote the value of education by spotlighting the ways it builds bridges between people, generations, and ideas.

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In this session, participants will learn how organizational change theory can enhance the effectiveness of curriculum change efforts, learning about a framework for change efforts the integrates theory, research findings, and experience, which they can apply in their own work.

Dr. Clarence Braddock III, MD, MPH, MACP, Emeritus Professor, UCLA

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This workshop explores the risk that practicing physicians, other healthcare providers and trainees may lose critical thinking skills as AI systems increasingly offer ready-made clinical decisions about their patients. Participants will learn to use the Thinking Habits Matrix (THM), a structured problem-solving framework that we created to strengthen and adapt their critical thinking skills in this new AI environment. Participants will also engage with AI Clinical Coach, our AI adaptation of the THM, to practice applying critical thinking skills alongside AI-generated suggestions.

Learning Objectives
1. Describe the potential threat of generative AI–related cognitive offloading and reflect on how it may contribute to decreased critical thinking skills in clinical practice.

2. Apply and articulate our Thinking Habits Matrix (THM) language to strengthen critical thinking and decision-making, and demonstrate how it can be used in teaching and training contexts.

3. Engage with the AI Clinical Coach, our AI adaptation of THM, to explore ways of working collaboratively with AI tools in clinical decision-making.

4. Design practical strategies for integrating AI Clinical Coach into busy clinical care environments to reinforce the importance of critical thinking in medical practice.

Sharon F. Chen, Clinical Professor of Pediatrics, Department of Pediatrics, Kathleen Gutierrez, Emeritus Associate Professor of Pediatrics; Peter Nguyen, Learning Innovations Lead, Educational Technologies

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Effective mentoring relationships are known to be important contributors to career satisfaction, academic productivity, perceived self-efficacy, and successful networking. Using a mix of lecture, small group discussion, case-based exercises, and guided reflection exercises, this workshop aims to equip graduating trainees, new and junior faculty with tools and guidance to optimize their opportunities as a mentee.

Learning Objectives
1. Identify the four types of mentorship that exist in Academic Medicine

2. Recognize which type of mentorship is needed to match a mentee’s mentoring needs

3. Complete a mentee self-assessment to guide career development needs

4. Perform a reflective audit of their mentorship relationships

Reem Itani, Clinical Assistant Professor, Department of Psychiatry and Behavioral Sciences—Sleep Medicine; Tonya Taweesedt, Clinical Instructor, Psychiatry and Behavioral Sciences—Sleep Medicine; Miranda Tan, Clinical Associate Professor, Psychiatry and Behavioral Sciences—Sleep Medicine 

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Evening Report, housed in the Council for Young Filipinx Americans in Medicine, is an educational program series that uses culturally-rooted storytelling, intergenerational learning, and cultural psychology to bridge the gap between medical and community-centered education. This mixed-modality workshop will include a didactic and structural analysis of how health disparities affecting Filipinx communities shapes the entire process of an Evening Report session, from design, implementation, to evaluation. Through experiential discussion, we will walk through a prior session on PCOS and integrate reproductive endocrinology, diagnostic reasoning, cultural values, decision-making, and norms about taboo topics; ultimately, we will discuss how cultural storytelling can be leveraged by marginalized communities to foster health equity, build narrative voice, and prime health professions educators as agents of change.

Learning Objectives
1. Apply core concepts from structural competency, cultural psychology, and self-determination theory to address cultural marginalization and promote identity-affirming learning environments.

2.  Explain the connection between culturally specific values – such as kapwa, hiya, and bahala na – and health outcomes, as a model for applying cultural psychology to community-centered education. 

3. Explain how Evening Report fosters culturally rooted health communication, through the lenses of structural competency, cultural psychology, and self-determination theory. 

4. Practice culturally rooted storytelling as a pedagogical tool to facilitate critical reflection on health behaviors, clinical decision-making, and outcomes in historically marginalized communities across UME (undergraduate medical education) and GME (graduate medical education) settings.

5. Walk through an interactive excerpt from a prior Evening Report about polycystic ovarian syndrome (PCOS), exploring how structural competency informed case writing and learning objectives, how self-determination theory impacts facilitation approaches with intergenerational trainees and how we utilized narrative storytelling to integrate complex topics with learners.

Ashlee Joan Macalino, Resident Physician, Department of Pediatrics—Child Neurology

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This experiential workshop introduces Clinical Mind AI, a Stanford platform that uses AI to simulate realistic patient interactions for teaching clinical reasoning. Participants will create and interact with their own AI-simulated patient, then discuss strategies for implementation in diverse curricula. Attendees are required to bring a laptop to participate fully in the workshop.

Learning Objectives
1. Identify key challenges in teaching clinical reasoning and limitations of traditional standardized patient approaches.

2. Create an AI-simulated patient using AI tools aligned with specific learning goals.

3. Interact with an AI-simulated patient and explore its applications in health professions education.

4. Practice applying a structured rubric to assess clinical reasoning.

5. Discuss strategies to integrate AI-based simulation into their curricula to enhance learner engagement and ensure consistent, objective assessment.

Marcos Rojas, Research Manager, Anesthesiology, Perioperative and Pain Medicine; Teggin Summers, Assistant Dean and Director of Educational Technology; William Bottini, Design Consultant, Technology and Digital Solutions

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This interactive workshop explores how generational differences shape the way we give and receive feedback in clinical and educational settings. Through guided discussion and role-play scenarios, participants identify common generational dynamics that impact feedback and communication. Attendees leave with a simple, structured approach to navigating feedback conversations across age-based cultural norms and expectations.

Learning Objectives

1. Describe how historical events and technological advances have shaped generational identities and cultural norms, influencing communication and workplace expectations.

2. Reflect on your own generational identity and communication preferences and how they may affect feedback interactions with learners, colleagues, and supervisors.

3. Apply a structured approach to giving and receiving feedback across generational lines with empathy, clarity, and adaptability.

Samantha Wang, Clinical Associate Professor, Medicine—Hospital Medicine; Michelle Chiu, Clinical Assistant Professor, Medicine—Hospital Medicine; Poonam Hosamani, Clinical Associate Professor, Medicine—Hospital Medicine

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This workshop will begin with a brief overview of the ongoing multi-component longitudinal Stanford Developmental Behavioral Pediatrics Mini-Fellowship that currently serves learners from India to southern California. We will review the basics of the larger Project ECHO® model and will expand upon the outcomes framework developed by Moore et. al. Using reflective thinking and guided small-group activities, learners will identify their own unique teaching goals and targeted learner populations and create a proposal for their own Project ECHO® program. Christina Buysse, Clinical Associate Professor, Developmental Behavioral Pediatrics; Barbara Bentley Clinical Associate Professor, Developmental Behavioral Pediatrics; Nadine Ciara Tan Macaraeg MPA

Learning Objectives

1. Describe an innovative multiformat Continuing Medical Education curriculum designed to prepare practicing clinicians to manage emerging clinical needs in the community

2. Assemble a toolkit to create a Project ECHO® program and use an outcomes framework developed by Moore et. al. to plan and assess the program.

3. Consider opportunities to create your own ECHO to meet emerging societal needs and to build skills for practicing professionals through longitudinal multi-format continuing education curricula.

Christina Buysse, Clinical Associate Professor, Developmental Behavioral Pediatrics; Barbara Bentley Clinical Associate Professor, Developmental Behavioral Pediatrics; Nadine Ciara Tan Macaraeg MPA

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The Stanford Health Professions and Education Scholarship (SHaPES) Honors Scholars Certificate Program recognizes participants with a dedication to medical education who regularly attend SHaPES monthly seminars over the course of one or two years and complete a capstone scholarly project, which they must present at either Education Day or the SHaPES June capstone event.

Improving Pediatric Cardiology Fellow Transthoracic Echocardiogram Image Acquisition for Initial Cardiac Lesion Studies. Congenital heart disease (CHD) spans a wide spectrum of lesions. Educational resources are comprehensive yet not always quickly accessible for pediatric cardiology fellows prior to performing a transthoracic echocardiogram (TTE), especially when encountering a lesion for the first time in training. We created one-page PDFs covering ten CHD lesions most frequently encountered during pediatric cardiology fellowship. Our goal was to improve categorical pediatric cardiology fellow confidence and competency in performing an initial TTE, based on self-assessment. Andrew Brennan, Clinical Fellow, Pediatrics—Cardiology; Laura Wattenbarger, Resident Physician, Pediatrics—Cardiology

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A Novel Curriculum for Procedural Training in Pediatric Residency. Pediatric residency is designed to provide residents with the knowledge and procedural skills to take care of sick infants and children. However, there is a known deficit in the number of procedural and technical training opportunities available to pediatric residents.1 The goal of this project is to supplement trainee clinical learning with hands-on technical simulations and lectures to advance procedural competency and comfort levels in urgent and emergent clinical situations. Alexandra Csortan, Resident Physician, Anesthesiology, Perioperative and Pain Medicine; Brendan Wesp, Resident Physician, Anesthesiology, Perioperative and Pain Medicine; Megan Quinn, Clinical Assistant Professor, Anesthesiology, Perioperative and Pain Medicine

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Insights into Geriatric Care Preparedness among Stanford-O’Connor Family Medicine Residents. The growing aging population increases the demand for specialized training to care for older adults. The needs assessment survey aimed to understand residents' experiences with geriatric education and their confidence in delivering geriatric care. Silvia Tee, Clinical Associate Professor, Medicine—Primary Care & Population Health; Michelle Engle, Clinical Assistant Professor; Matthew Mesias, Clinical Associate Professor, Medicine—Primary Care & Population Health; Lindsay Haddock, Clinical Assistant Professor, Medicine—Primary Care & Population Health

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Training the Next Generation of Radiology Educators: The Stanford RadEd Track. The demand for radiology clinician-educators is growing, driven by expanding imaging volumes, emerging technologies, and the need for high-quality medical education. Despite this, formal education tracks within radiology residencies remain uncommon. To address this gap, we developed the Stanford Radiology Education (RadEd) Track - a two-year pilot program designed to equip residents with the skills, mentorship, and experience needed to become effective clinician-educators. Alexander Lindqwister, Resident Physician, Radiology

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Simulation Education in Cardiac Anesthesia. Simulation based and distributed learning remains one of the most effective strategies to improve knowledge retention. This style of education is important for rare but life-threatening events that require prompt recognition and treatment to improve outcomes and for which high volume experience is challenging to gather. Distributed learning is a strategy that consists of multiple learning sessions divided over an extended period. Our aim is to develop a simulation-based curriculum of rare events in cardiothoracic anesthesia that incorporates the complex physiology and multidisciplinary management of these events and promotes “distributed learning” to replicate these rare events for trainees to improve retention beyond the duration of a one-year cardiothoracic anesthesia fellowship. Vanja Ristovic, Clinical Fellow, Anesthesiology, Perioperative and Pain Medicine

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Implementing VA My Life My Story Narrative Medicine Program into Resident Continuity Clinic promotes Mastery of ACGME Core Competencies and Fosters Patient Centered Care. Mukta Awasthi, Clinical Assistant Professor, Medicine—Hospital Medicine; Natasha Steele, Clinical Assistant Professor, Medicine; Matthew Stevenson, Clinical Assistant Professor, Medicine—Primary Care & Population Health; Lauren Edwards, Clinical Assistant Professor, Medicine—Primary Care & Population Health

CRISPRkit: Democratizing Biotechnology through Scalable Education. Alexander Choi, Postdoctoral Scholar, Bioengineering; Matthew Lau, Graduate Student, Computer Science

Aquagenic Pruritus as a Precursor to Polycythemia Vera. Shirley Djie, Medical Scribe Fellow, Medicine—Primary Care & Population Health and COMET; Silvia Tee, Clinical Associate Professor, Medicine—Primary Care & Population Health

FACET + Faculty Learning Bites: Supporting Department/Division Faculty Development Programming Through Curriculum Mapping of Academic Affairs Faculty Advancement Microlearning Content. Annie Han, Assistant Director, Faculty Professional Development Programs, Office of Academic Affairs; Kim Osborn, Director, Strategic Initiatives, Department of Medicine/Primary Care and Population Health

Physical Listening: A Novel Interdisciplinary Course in Non-Verbal Communication for Healthcare. Trudy Kim, Medical Humanities Research Fellow, Medicine

Modernizing Obstetric Bedside Ultrasound Curriculum Performance. Cecilia Leggett, MFM Fellow, Obstetrics and Gynecology, Division of Fetal Maternal Medicine; Amy Judy, MD, MPH, Clinical Assistant Professor, Residency Program Director, Obstetrics and Gynecology, Division of Maternal Fetal Medicine (TMA 2024-2025 Innovation Grants Awardee)

GlobalSurgBox: Leveraging Technology to Increase Surgical Education. Yihan Lin, Clinical Assistant Professor, Cardiothoracic Surgery (TMA 2024-2025 Innovation Grants Awardee)

Clinical Confidence Unlocked: The MED 254 Experience in Medical Training. Binisha Patel, MD Student, Stanford School of Medicine.

Early Adoption and Educational Needs for Artificial Intelligence Among Internal Medicine Residents: A Baseline Survey to Inform a Novel Curriculum. Nikhil Patel, Resident Physician, Internal Medicine; Poonam Hosamani, Clinical Associate Professor, Medicine

Artificial Intelligence Simulated Voice Communication for Breaking Bad News. Asheen Rama, Clinical Associate Professor, Anesthesiology, Perioperative and Pain Medicine (TMA 2024 - 2025 Innovation Grants Awardee)

Standardized Language for Clinical Accommodations in U.S. Undergraduate Medical Training: Results From a National Modified Delphi Consensus Study. Suchita Rastogi, Affiliated Faculty, Radiology; Zainub Dhanani, Resident Physician, Radiology; Matt Sullivan, Assistant Director of Disability Resources, Washington University in St. Louis School of Medicine; Lisa Meeks, Professor, Department of Medical Education, University of Illinois at Chicago; Peter Poullos, Professor, Radiology (TMA 2024 - 2025 Innovation Grants Grantee)

The Places You’ll Go: 10-Year Follow up for a Internal Medicine Residency Hospitalist Track. Quan Tran, Resident Physician, Medicine; David Mui, Resident Physician, Department of Medicine; Savannah Karmen Tuohy, Clinical Assistant Professor, Department of Medicine; Andre Kumar, Clinical Associate Professor, Department of Medicine

Shifting Perspectives: Multi-Phased Training in CBT For Psychosis to Improve Community Clinicians’ Attitudes Toward Psychosis Treatment. Chenle Xu, Postdoctoral Scholar, Department of Psychiatry & Behavioral Sciences; Diane Wakeham, PhD, Clinical Research Coordinator INSPIRE Clinic, Department of Psychiatry & Behavioral Sciences

Wipe Out Melanoma - California: Needs assessment and pilot evaluation of a contextually-grounded, learning sciences-informed educational toolkit for nail tech practitioners and educators to improve community awareness of acral melanoma. Charbel Bou Khalil, MD Student; Rachel Mesia, Program Director, Community Research & Capacity Building, CHECE; Patricia Rodriguez, Assistant Professor, Epidemiology and Population Health; Susan Swetter, Professor of Dermatology

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