Advanced Training in Medical Education at Stanford Anesthesia

Medical education is a cornerstone of modern healthcare. Effective education relies on quality, evidence-based skills and tools to develop and achieve desired curricular and professional outcomes. Stanford Medicine is proud to offer this opportunity for early or mid-career physicians to expand and enhance their capabilities for a fulfilling career in medical education.

Medical education trainees will work with medical education leaders at Stanford Medicine. They will benefit from the vast resources, know-how, and support of the anesthesia department and the broader Stanford community in achieving their professional and personal goals.

We aim for program graduates to establish themselves as effective consultants and leaders in medical education for their organization and the wider medical education community.

Core faculty

Alex Macario MD, MBA
Professor of Anesthesia and (by courtesy) of Health Research & Policy
Program Director, Anesthesia Residency

Pedro P. Tanaka, M.D., Ph.D.,M.A.C.M.
Clinical Professor
Associate Program Director, Anesthesia Residency

Curriculum and Duties of Advanced Trainees

Project in Medical Education

This keystone project will emphasize scholarship and focus may include instructional design, curriculum development, or evaluation. Alternatively, there could be topical areas of focus, such as clinical skills, compassion and humanism, or professionalism. Upon completion, the project is presented to medical students, residents, or fellows, and also at a national medical education meeting (e.g. Innovations in Medical Education, USC; SEA, ASA, AAMC).

Clinical work

Attends in the Stanford Operating Room suite, providing anesthesia to a wide range of surgical patients and gaining experience in intraoperative teaching of medical students and residents. Clinical work commitment is 12 hours (one day of 7a.m. to 5 p.m. equals 10 hours, for example) of clinical activity per week and includes late shifts.

Training in Medical Education

Scholars can access Stanford Courses, such as Mastering Medical Teaching and Building Effective Mentoring Relationships. They can also participate in Stanford Medicine Teaching and Mentoring Academy (TMA) and Stanford IT Technology Training programs, including the flagship Stanford Health Professions Education and Scholarship (SHAPES).

Teaching scholars’ session

Monthly structured meetings on medical education.

Collaboration opportunities

Trainees can gain exposure and collaborate on cutting-edge work at Stanford Medicine and Stanford University, including various Stanford Anesthesia research labs, Anesthesia Informatics and Media Lab, and Stanford Medicine Teaching and Mentoring Academy.

Simulation training

The Center for Immersive and Simulation-Based Learning at Stanford teaches patient care and education by having students take the lead in simulated real-life situations.

Advanced Trainees

Ahmad Hairi Halimi, MD

Dr Hairi Halimi, originally from Malaysia, completed his medical training in the United Kingdom. He is a graduate of Newcastle University and holds Membership of the Royal College of Physicians (MRCP) and a Fellowship of the Royal College of Anaesthetists (FRCA) qualifications.  He completed a fellowship in perioperative medicine and is pursuing a Master of Science at University College London (UCL).

Hairi is a true global citizen, having lived in five countries and traveled to over fifty. He is passionate about expanding his horizons, from experiencing new cuisines to exploring new cultures and the outdoors.

Ricardo Esper, MD

Ricardo Esper Treml, MD, DESAIC, is an anesthesiologist with a unique and diverse background in both Brazil and Germany. He began his medical journey in Brazil, earning his graduation from Faculdade Evangélica do Paraná. After initiating his specialization in anesthesiology in Brazil, Ricardo moved to Germany, drawn by his roots and the desire to gain experience beyond his continent. There, he completed his residency in anesthesiology at Jena University Hospital.

In addition to his clinical practice, Ricardo's research focuses on surrogate parameters associated with organ dysfunction and inflammation in critically ill and perioperative patients. His work aims to improve patient outcomes by enhancing our understanding of these critical aspects of medicine.

Outside the professional sphere, he enjoys spending quality time with his family and staying active through sports such as working out, running, and playing soccer. However, his true passion lies in playing rock and roll and blues on his electric guitar, where he finds joy and creative expression.

Frequently Asked Questions (FAQs)

Program Outcomes

Satoshi Yamamoto, MD (2015) – Assistant Professor at University of Texas Medical Branch.

  • Yamamoto S, Tanaka PP, Madsen M, Macario A.  Analysis of Resident Case Logs in An Anesthesiology Residency Program. A&A Case Reports. 2015
  • Yamamoto S, Tanaka PP, Madsen M, Macario A. Comparing Anesthesiology Residency Training Structure and Requirements in Seven Different Countries on Three Continents. Cureus 2017; 9(2): e1060. DOI 10.7759/cureus.1060

Matias Madsen, MD (2015) - Department of Anaesthesiology, Herlev and Gentofte Hospital, University of Copenhagen

  • Madsen M, Macario A, Yamamoto S, Tanaka PP.  Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program. A&A Case Reports 2016;6:343–7.

Anjum Anwar, MD (2016-2017) - Acting Assistant Professor at University of Washington Medical Center

  • Anwar A, Tanaka PP, Madsen M, Macario A. Does faculty follow the recommended structure for a new classroom based, daily formal teaching session for anesthesia residents? Cureus 2016 8(10): e818. DOI 10.7759/cureus.818
  •  Anwar A, Seger C, Tollefson A, Diachun CAB, Tanaka P, Umar S. Medical education in the COVID-19 era: Impact on anesthesiology trainees. J Clin Anesth. 2020;66:109949. doi:10.1016/j.jclinane.2020.109949

Adrian Marty, MD (2016-2017) – Senior Attending Physician Institute of Anesthesiology; Director Medical Education Simulation Center University Hospital Zurich

  • Clinical work in the ORs. Support simulation and co-author publications during his year at Stanford.

Shin Wakatsuki, MD (2017) – Anesthesiologist Indiana University

  • Wakatsuki S, Tanaka PP, Vinagre R, Thomsen J, Marty A, Macario A. (May 01, 2018) What Makes for Good Anesthesia Teaching by Faculty in the Operating Room? The Perspective of Anesthesiology Residents. Cureus 10(5): e2563. DOI 10.7759/cureus.2563

Jakob Louis Demant Thomsen, MD (2017) - Department of Anaesthesiology, Herlev and Gentofte Hospital, University of Copenhagen

  • Thomsen JL, Marty A, Wakatsuki S, Macario A, Tanaka P, Gatke M, Engbaek J, Ostergaard D. Barriers and aids to routine neuromuscular monitoring and consistent reversal practice – a qualitative study. Acta Anaesthesiol Scand. 2020 Apr 16. doi: 10.1111/aas.13606.

Paulo Adeodato, PhD  (2018-2019) - Federal University of Pernambuco | UFPE · Center of Informatics (CIn) PhD in Mathematics / Neural Networks

  • Develop a decision support system (DSS) to make an automatic triage to reduce the amount of anesthesia resident candidates

Jesse Goldmacher, MD (2019) – Anesthesiologist University Health Network - Toronto Western Hospital

  • Worked clinical in the ORs. Support simulation sessions. Worked in determine straight line scoring in anesthesia rotations.

Rafael Vinagre, MD (2019) – Anesthesia resident at University of Minnesota

  • Vinagre R, Tanaka P, Park Y, et al. (November 18, 2020) Red Flags, Geography, Exam Scores, and Other Factors Used by Program Directors in Determining Which Applicants Are Offered an Interview for Anesthesiology Residency. Cureus 12(11): e11550. DOI 10.7759/cureus.11550
  • Vinagre R, Tanaka P, Tardelli MA, Competency-based anesthesiology teaching: comparison of programs in Brazil, Canada and the United States, Brazilian Journal of Anesthesiology (English edition) (2021)

Christiane Klinkhardt, MD (2019-2020) - Resident in Anesthesiology, Critical Care and Pain Medicine at Unfallkrankenhaus, Berlin, Germany

  • Klinkhardt, C., Tanaka, P., Adriano, A. Anesthesia for Patients with Juvenile Idiopathic Arthritis Current Practice: A Review. The Open Orthopaedics Journal. 2020, Sep; 14(TOORTHJ-14-110): 110-116.
  • Neuromuscular monitoring: This CME activity is designed for all anesthesia care   providers to learn more about residual neuromuscular blockade and neuromuscular monitoring.
  • https://stanford.cloud-cme.com/default.aspx?EID=34132&P=3000&CaseID=49

Jonathan Chen, MD PhD (2020-2021) – Associate Professor, Taipei Medical University

  • Submitted: Using Co-production model to Indigenize the ACGME Milestone Kuan-Yu Chia, Faith Liaoa,b,c , Pedro Tanaka , Chih-Chung Liue,f, Chih-Peng Ling, Ta-Liang Chene,f,h, Yi-No Kanga,i,j,* and Chien-Yu Chena.

Jacob Connell (2021) – Anesthesiologist

  • Worked clinical in the ORs.

Theodoro Beck, MD (2022) – Will start anesthesia residency at SUNNY in July (22).

Maureen Carbonar, MD (2022) – Will start anesthesia residency at SUNNY in July (22)