BFAM Member Spotlights

Meet the members of the Stanford Medicine Black Faculty Affinity Meetings (BFAM), a network created through OFDD's Community Support Initiative. BFAM is intended to provide networking and social engagement opportunities for Stanford Medicine faculty across all clinical lines and departments.

Lahia Yemane, MD

Department of Pediatrics/General Pediatrics

Associate Program Director, Pediatrics Residency Program
Co-Director, Stanford Medicine LEAD Program

Research Interests
Medical education, supporting UIM trainees

Something you wouldn’t know just by looking at me.
I have a huge sweet tooth (esp cupcakes)

What are some of your favorite restaurants?
Zareen's, Rangoon Ruby, Opa!, Casa Lupe

What are some of your favorite social activities?
Travel, concerts, hiking, binge watching Netflix

Full Stanford Profile

Clinical Professor, Pediatrics - General Pediatrics

Bio

Dr. Yemane serves in numerous local and national roles related to diversity, equity and inclusion (DEI), medical education, and mentorship, including Associate Program Director for the Pediatrics Residency and inaugural Assistant Dean of Diversity for GME within the Office of Diversity in Medical Education. Dr. Yemane's scholarship focuses on building and evaluating innovative diversity and inclusion programs and studying facilitators and interventions that support the recruitment, inclusion and retention of underrepresented in medicine (UIM) GME trainees in academic medicine. She is one of the founding co-directors for the Stanford Medicine Leadership Education in Advancing Diversity (LEAD) Program, created in 2017, which is a 10-month longitudinal leadership program for residents and fellows across GME to develop leadership and scholarship skills in addressing issues related to DEI, to produce leaders in academic medicine dedicated to DEI and to improve the culture of medicine. She is also the founding co-director of the Association of Pediatric Program Directors’ Advancing Inclusiveness in Medical Education Scholars (AIMS) Program, created in 2019, which is a national mentorship and professional development program for UIM pediatric residents interested in careers in pediatric medical education leadership.

Publications

Underrepresented in Medicine Trainees' Sense of Belonging and Professional Identity Formation after Participation in the Leadership Education in Advancing Diversity Program. Academic pediatrics Yemane, L., Powell, C., Edwards, J., Shumba, T., Alvarez, A., Bandstra, B., Brooks, M., Brown-Johnson, C., Caceres, W., Dunn, T., Johnson, C., Perez, F. D., Reece-Nguyen, T., Thomas, R. P., Watkins, A. C., Blankenburg, R. 2024 More

Abstract

There are persistent structural barriers that threaten inclusion and retention of underrepresented in medicine (UIM) residents and fellows (trainees) as future faculty in academic medicine. We developed the Leadership Education in Advancing Diversity (LEAD) Program at a single, academic institution, to address these barriers through a 10-month longitudinal curriculum across GME for trainees to develop leadership and scholarship skills in DEI.Explore how participation in LEAD impacted UIM trainees' sense of belonging and professional identity formation in academic medicine; as well as perceptions about pursuing a career in academic medicine and future leadership roles.IRB-approved qualitative study in August 2020-August 2021 with individual, semi-structured interviews of UIM LEAD graduates from the first 4 cohorts (2017-2021). Data were analyzed by two authors using modified grounded theory.14 UIM trainees were interviewed; seven themes emerged. Critical aspects of the program: (1) Creation of a community of shared DEI values (2) Mentorship (3) Role of allies. Results of the program: (4) Deepened appreciation of personal and professional identity as UIM (5) Fostered belonging in academic medicine (6) Appreciation of different careers in academic medicine and how to integrate DEI interests (7) Inspired trainees to pursue leadership roles.LEAD can serve as a model for other institutions that seek to support UIM trainees' sense of belonging, professional identity formation, and perceptions about pursuing careers in academic medicine and future leadership roles.

View details for DOI 10.1016/j.acap.2024.08.003

View details for PubMedID 39117029
Decoding the Reference Letter: Strategies to Reduce Unintentional Gender Bias in Letters of Recommendation. MedEdPORTAL : the journal of teaching and learning resources Mieso, B. R., Barnett, J. F., Otero, T. M., Berquist, S. W., Perez, F. D., Han, P., Bhargava, S., Atasuntseva, A., Yemane, L. 2024; 20: 11419 More

Abstract

There is a growing body of literature on gender bias in letters of recommendation (LORs) in academic medicine and the negative effect of bias on promotion and career advancement. Thus, increasing knowledge about gender bias and developing skills to mitigate it is important for advancing gender equity in medicine. This workshop aims to provide participants with knowledge about linguistic bias (focused on gender), how to recognize it, and strategies to apply to mitigate it when writing LORs.We developed an interactive 60-minute workshop for faculty and graduate medical education program directors consisting of didactics, reflection exercises, and group activities. We used a postworkshop survey to evaluate the effectiveness of the workshop. Descriptive statistics were used to analyze Likert-scale questions and a thematic content analysis for open-ended prompts.We presented the workshop four times (two local and two national conferences) with one in-person and one virtual format for each. There were 50 participants who completed a postworkshop survey out of 74 total participants (68% response rate). Ninety-nine percent of participants felt the workshop met its educational objectives, and 100% felt it was a valuable use of their time. Major themes described for intended behavior change included utilization of the gender bias calculator, mindful use and balance of agentic versus communal traits, closer attention to letter length, and dissemination of this knowledge to colleagues.This workshop was an effective method for helping participants recognize gender bias when writing LORs and learn strategies to mitigate it.

View details for DOI 10.15766/mep_2374-8265.11419

View details for PubMedID 38974126

View details for PubMedCentralID PMC11224141
Race and Ethnicity Data in Electronic Health Records-Striving for Clarity. JAMA network open Yemane, L., Mateo, C. M., Desai, A. N. 2024; 7 (3): e240522 More

View details for DOI 10.1001/jamanetworkopen.2024.0522

View details for PubMedID 38466312
Reimagining Leadership: Amplifying Diverse Voices and Welcoming Healthy Conflict. Academic pediatrics Han, P., Chang, C., Yemane, L., Jackson, J. A., Omoruyi, E. A., Umoren, R. A. 2023 More

View details for DOI 10.1016/j.acap.2023.12.005

View details for PubMedID 38135249
Upholding Our PROMISE: Discrimination and Lack of Belonging Negatively Influence Pediatric Residents' Desire to Stay at Home Institution. Academic medicine : journal of the Association of American Medical Colleges Burns, A. M., Kester Prakash, L., Yemane, L., Blankenburg, R., Kas-Osoka, O. A., Poitevien, P., Marbin, J., Schwartz, A., Taylor Lucas, C. 2023; 98 (11S): S195-S196 More

View details for DOI 10.1097/ACM.0000000000005379

View details for PubMedID 37882002

see all 13 publications

BFAM Member Spotlights

Lahia Yemane, MD

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