2023 STFM Foundation Student Scholar
Lakai Legg
Lakai Legg, medical student at Stanford University School of Medicine, has been awarded a 2023 STFM Foundation Student Scholarship from the Society of Teachers of Family Medicine (STFM) to participate in the 2023 STFM Conference on Medical Student Education. Lakai Legg presented a poster at the conference, titled: Exploring stakeholder perspectives on development and implementation of a Children's Advocacy Center in Santa Clara County. This highly competitive scholarship is awarded to some of the best and brightest medical students from across the country. Only 27 awards were given for 2023.
2022 STFM Foundation Student Scholar
Jenny Tiskus
Jenny Tiskus is from the Salish and Kootenai Reservation, Polson, Montana, where her family is Little Shell Chippewa of Montana. She studied at Stanford University, receiving a BA in studio art, followed by admission to Stanford School of Medicine.
Jenny is a non-traditional student who never imagined she could belong in medicine. Before medical school, she was a letterpress printmaker on a hundred-year-old press and is happiest sleeping under stars with her old dog, Keeper, or cackling over a shared meal where older women tell her the secrets to life.
She believes there is deep respect in family medicine for the interconnectivity of our health. Jenny dreams of a future rural, Indigenous practice where collective care, harm reduction, reproductive justice, palliative medicine, and addiction medicine could be part of every clinic day, leading to a healthier future for her community.
2021 STFM Foundation Student Scholars
Michael Dacre, Jonathan Lu, Richard Sapp, and Bright Zhou
MICHAEL (MIKE) DACRE
I will be presenting our work developing a patient-centered course during the height of the COVID-19 pandemic in which we paired pre-clerkship medical students and physicians to facilitate virtual wellness checks with vulnerable patients. I will be focusing on how such a model can be generalized to non-pandemic situationsand other institutions to maximize patient engagement and student learning early in medical school.
JONATHAN LU
My poster “Advocacy and Assessment of Climate Change Integration into Preclinical Curriculum", will discuss our advocacy efforts to integrate climate change into the medical curriculum at Stanford School of Medine. We will further develop learning objectives and clinical PEARLS questions., and assess the effectiveness and retention of our interventions by doing a pre-and post-survey and 1-year delay comparison on participants’ ability to answer climate and health and clinical PEARLS questions.
RICHARD (RICHIE) SAPP
With a lack of medical education on disability health in medical schools, this poster showcases the development, implementation andevaluation of a novel curriculum at Stanford School of Medicine. Two educational interventions were designed: 1) a mandatory first-year 2-hour session and 2) 10-week elective course with a patient partner component. Both interventions were shown to improve students’attitudes towards individuals with disabilities, with the elective course that had prolonged exposureto individuals with disabilities decreasing medical students’anxiety towards working with this population.
BRIGHT ZHOU
Bright will be presenting his research on a novel, identity-based curricular framework for minority providers to better understand minority patients through self-reflection. This culturally reflexive framework is meant to be an alternative to traditional cultural humility training and is rooted in archaeological theories of implicit bias as well as psychological theories of countertransference.