Advanced Training in Medical Education at Stanford Anesthesia

This postgraduate, post-residency, 12-month fellowship is tailored to the individual's background and goals, but is intended to provide physicians with knowledge, attitudes and skills to be expert educators. The curriculum options include coursework in current theories of learning, simulation, media, and recent innovations in medical education. There is an emphasis on scholarship and completion of an applied project.

Application Process

If you are interested in applying to be an Advanced Trainee in Medical Education at Stanford Anesthesia, please contact Dr. Pedro Tanaka.

We ask for:

  • your CV
  • 3 letters of recommendation
  • a one page essay on why you want to do the fellowship

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
  • Tom Caruso, MD, PhD
    Clinical Professor Pediatric Anesthesiology
    GME Faculty Advisor, Stanford University School of Medicine
    Instructor, Johns Hopkins University School of Education

Curriculum and Duties of Advanced Trainees

Seminars on Medical Education

  • Interdisciplinary series led by the Department of Anesthesia, Surgery, Emergency Medicine and Pediatrics. Monthly from 5:15 p.m. to 6:45 p.m.
  • Rathmann Fellows. Stanford School of Medicine Seminars covering theories and methods in medical education research. Led by faculty and researchers in the Stanford Center for Medical Education Research and Innovation. Wednesdays from 2 p.m. to 4 p.m.

Teaching Scholars Sessions

Anesthesia department sessions on projects under development and implementation led by Teaching Scholars Program faculty. Monthly from 5:15 p.m. to 6:45 p.m.

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

The fellow 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. The work commitment is 12 hours (one day of 7a.m. to 5 p.m. equal 10 hours, for example) of clinical activity per week for each of the 47 weeks of the Fellowship, and includes about 1 to 2 late shifts.

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. In these courses, fellows:

  • Participate as junior faculty
  • Participate in Evolve, a multi-year, simulation-based curriculum for anesthesia residents transitioning into competent supervising anesthesiologists
  • Participate in ACRM, a monthly session for Anesthesia Crises Resource Management offered by VA faculty

Education Informatics

It is possible for fellows to collaborate with the Anesthesia Informatics and Media lab on projects to innovate new uses of internet- and media-based technologies for medical education.

FAQs

Question: What career planning is available for fellows?

Answer: When the individual starts at Stanford or even before then, we develop a 5-year career plan and tailor activities during the year to achieve long-term career goals.

 

Question: What kind of clinical opportunities exist during the year of the Fellowship?

Answer: Developing clinical competence and delivering high-quality patient care are the number one priorities, so the continued development of patient care skills is essential. Stanford offers a wide range of cases for fellows to work on.

 

Question: What are you looking for in an applicant?

Answer: Curious, engaged, hard-working, self-starters, with a vision for career development. This one-year track is designed to provide an educational experience to support graduates in their pursuit of successful careers as scholars and leaders in Medical Education.

 

Question: Is it possible to take courses on the main campus?

Answer: Yes, there are many courses available to audit. You can view the course catalog here: http://explorecourses.stanford.edu/browse

 

Question: What are some examples of ongoing projects?

Answer:

  • Training in Anesthesiology - a comparison between US and another countries around the world.
  • Mapping of Formal Teaching Sessions in an Anesthesia Residency Program
  • A randomized trial of a simulation-based deliberate practice teaching module for informed consent for spinal anesthesia.
  • Impact of an innovative classroom-based lecture series on resident evaluations of teaching quality during an anesthesiology rotation.
  • Focusing Feedback: How a Web-Based Tool Enhances the Quality of Feedback Conversations

 

Question: What motivated Stanford Anesthesia to make this training available?

Answer: Expanding and refining the teaching toolbox is required by the many changing demands of medical education. Faculty who teach aspire to achieve the same high level of expertise (in education) as that expected of research faculty (in clinical or laboratory investigation).

In looking at what mechanisms exist outside Stanford for advanced training in medical education, there are limited opportunities. Most are offered at the university level to existing faculty who have an identified need for supplemental training. Many programs focus primarily on the principles of teaching, curriculum design, and learning theory and only secondarily on education research methods

Advanced Trainees

Anjum Anwar, MD

Dr. Anjum Anwar, MD, is a Fellow in the Department of Anesthesiology, Pain and Perioperative Medicine at Stanford, where she is doing a Fellowship in Advanced Training in Medical Education in anesthesia. She received her anesthesia training at the university hospitals of Trinity College Dublin and the Royal College of Surgeons in Ireland. She also completed an anesthesia residency in Pakistan, where she was awarded a fellowship in anesthesia from the College of Physicians and Surgeons of Pakistan. Dr. Anwar is a graduate of King Edward Medical University, Pakistan.

Her clinical interests include obstetric and neuro anesthesia. Her research interests include personalized learning in medical education. She is working with a Silicon Valley startup to generate anesthesia learning content that is easy to customize. Her other area of interest is the use of emotional intelligence to reduce burnout in anesthesia residents.

 

Matias Vested Madsen, MD 

Matias Vested Madsen, MD is a Danish physician graduated from the University of Copenhagen in 2008. After internship he completed the first part of anesthesia residency, and subsequently has been working on his PhD, including a thesis project on "influence of neuromuscular blockade in abdominal surgery" at Herlev Hospital in Copenhagen. After finishing the Stanford research fellowship in Advanced Training in Medical Education Matias will return to Denmark to complete his PhD and his residency. In his free time Matias enjoys swimming, running and biking and spending time with his wife and two young children.

 

Satoshi Yamamoto, MD

Satoshi Yamamoto, MD is one of the first 2 fellows in Advanced Training in Medical Education at Stanford Anesthesia. He was born and raised in Takahashi, Okayama Pref. Japan. He graduated from the Yamaguchi University School of Medicine in 2003 and went on to residency training in Emergency Medicine in Japan. Dr. Yamamoto then decided to expand his career by completing an internship in Family Medicine in Michigan and then returning to Japan for an anesthesiology residency at Teikyo University where he became an assistant professor. His academic interests are related to ultrasound, research and medical education.

Outside of medicine, he has a good sense of humor and loves communications with people with a variety of backgrounds. He enjoys watching baseball, playing volleyball and basketball, working out, jogging, traveling and spending time with his wife and 2 sons.

 

Adrian Marty, MD

Adrian Marty, MD is an attending anesthesiologist from Switzerland. He graduated from the University of Zurich and completed his postgraduate training in Anesthesiology in 2012.

At the University Hospital Zurich he has been a member of the anesthesia transplant team responsible for liver and lung transplants.  Besides clinical work he has a special interest in Medical Simulation. He has completed the program at the Institute for Medical Simulation in, Boston, MA.

Since 2013 Dr. Marty has been Medical Director of the Simulation Center at the University Hospital of Zurich and he has a Master’s degree in Medical Education from the University of Berne, Switzerland.

His research focus lies in simulation, assessment, and Entrustable Professional Activities. Dr. Marty aims to be involved in the reform process of the postgraduate curriculum in anesthesiology.

He enjoys being outside and spending time with his wife and his two boys.  For more than twenty years he has been singer in different bands.

 

Shin Wakatsuki, MD

Shin Wakatsuki, MD is a in the Advanced Training in Medical Education program at Stanford Anesthesia. He was born and raised in Tokyo, Japan. He graduated from Tokyo Medical and Dental University School of Medicine in 2010 and completed an anesthesiology residency at Teikyo University Hospital. Dr. Wakatsuki is interested in learning all the steps from a resident to an attending to better understand how American anesthesiologists grow and work in the US healthcare system. Outside of work, he enjoys swimming, finding new foods to try, and cooking various cuisines of the world.

Jakob Louis Demant Thomsen, MD

Jakob Louis Demant Thomsen, MD is a Danish physician graduated from the University of Copenhagen in 2008. After internship he worked in Greenland and for the Danish Military. After completing the first part of anesthesia residency in Denmark he entered graduate school at the University of Copenhagen, working towards a PhD at the Research Unit at the Department of Anesthesia at Herlev Hospital. His projects focus on use of neuromuscular blocking agents, objective neuromuscular monitoring, and medical education. When returning to Denmark, Jakob will submit his thesis and go on to finish his residency. When not working, Jakob enjoys playing guitar, singing, cooking, and traveling - all with his wife and two children.

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)