Clinical Focus

  • Family Medicine
  • Women's Health
  • Preventive Health Care

Academic Appointments

Administrative Appointments

  • Associate Course Director, Practice of Medicine, Stanford University (2005 - Present)
  • Director, Core Clerkship in Family and Community Medicine, Stanford University School of Medicine (2006 - 2010)
  • Director, Predoctoral Education, Family Medicine, Stanford University School of Medicine (2009 - Present)

Honors & Awards

  • The Franklin G. Ebaugh, Jr. Award for Advising Medical Students, Stanford University School of Medicine (2012)
  • General Medical Disciplines Division Teaching Award, Stanford University School of Medicine (2011)
  • Leadership Development Program, Stanford University School of Medicine (2010)
  • Educator for CARE (Compassion, Advocacy, Responsibility, Empathy), Stanford Medical School (2008)
  • The Kaiser Award for Excellence in Clinical Teaching, Stanford University School of Medicine (2008)
  • The Arthur L. Bloomfield Award for Excellence in Teaching Clinical Medicine, Stanford University School of Medicine (2006)
  • General Internal Medicine Division Teaching Award, Family and Community Medicine at Stanford (2002)
  • The Arthur L. Bloomfield Award for Excellence in Teaching Clinical Medicine, Stanford University School of Medicine (2002)

Professional Education

  • Internship:UCSF Medical Center (1995) CA
  • Fellowship:UCSF Medical Center (2001) CA
  • Residency:UCSF Medical Center (1997) CA
  • Board Certification: Family Medicine, American Board of Family Medicine (1997)
  • Medical Education:Stanford University School of Medicine (1994) CA
  • M.D., Stanford University, Medicine (1994)
  • B.A., Harvard University, History and Literature (1986)

Research & Scholarship

Current Research and Scholarly Interests

My academic passion is medical student clinical skills education, including doctor-patient communication, professionalism, physical examination and clinical reasoning. My focus has been primarily on curriculum design and innovation, having helped to develop, and then directed the Continuity of Care Clerkship, an interdisciplinary longitudinal elective for clinical students. I have been instrumental in designing and implementing a new curriculum focusing on clinical skills for pre-clerkship students, as Associate Director of the Practice of Medicine course. I have developed a number of teaching modules and Standardized Patient assessments for the Family Medicine core clerkship and Continuity Clerkship, and have been involved in faculty development for residents and faculty preceptors.

My research focus is on medical student professionalism, interpersonal communication and clinical skills. Current projects include:

Patients as Partners in Education, a McCormick funded project comparing actual patients’ assessment of students’ professionalism and interpersonal skills with standardized patients’ assessments of the same students

On Camera: Professionalism and Communication Skills Come Alive through Group Video Review of Clinical Encounters

Celebrating the Exceptional: Stories of Exemplary Medical Student Professionalism

Professionalism Challenges: Student Stories from the Family Medicine Outpatient Trenches

Compressed Continuity: Hurry Up and Follow Up. A model for Ambulatory Care Clerkships

Priming the Pump: Use of a Baseline Interview to Potentiate Clinical Skills Self-Reflection for 1st Year Medical Students


Journal Articles

  • Beyond Knowledge, Toward Linguistic Competency: An Experiential Curriculum JOURNAL OF GENERAL INTERNAL MEDICINE Bereknyei, S., Nevins, A., Schillinger, E., Garcia, R. D., Stuart, A. E., Braddock, C. H. 2010; 25: S155-S159


    Training is essential for future health care providers to effectively communicate with limited English proficient (LEP) patients during interpreted encounters. Our aim is to describe an innovative skill-based medical school linguistic competency curriculum and its impact on knowledge and skills.At Stanford University School of Medicine, we incorporated a linguistic competency curriculum into a 2-year Practice of Medicine preclinical doctoring course and pediatrics clerkship over three cohorts.First year students participated in extensive interpreter-related training including: a knowledge-based online module, interactive role-play exercises, and didactic skill-building sessions. Students in the pediatrics clerkship participated in interpreted training exercises with facilitated feedback.Knowledge and skills were evaluated in the first and fourth years. First year students' knowledge scores increased (pre-test = 0.62, post-test = 0.89, P < 0.001), and they demonstrated good skill attainment during an end-year performance assessment. One cohort of students participated in the entire curriculum and maintained performance into the fourth year.Our curriculum increased knowledge and led to skill attainment, each of which showed good durability for a cohort of students evaluated 3 years later. With a growing LEP population, these skills are essential to foster in future health care providers to effectively communicate with LEP patients and reduce health disparities.

    View details for DOI 10.1007/s11606-010-1271-7

    View details for Web of Science ID 000277270300016

    View details for PubMedID 20352511

  • Teaching clinical students to teach FAMILY MEDICINE LeBaron, S., SCHILLINGER, E. 2004; 36 (2): 87-88

    View details for Web of Science ID 000220020600008

    View details for PubMedID 14872351

  • Teaching family medicine medical students about sleep disorders FAMILY MEDICINE Schillinger, E., Kushida, C., Fahrenbach, R., Dement, W., LeBaron, S. 2003; 35 (8): 547-549


    A 3.5-hour workshop was developed to teach family medicine medical students about sleep disorders.This family medicine clerkship requirement engages students in role-plays and provides them with didactic information about common sleep problems.Fifty-one students completed questionnaires assessing their knowledge prior to the workshop, 2 weeks and 6 months after the workshop, and their clinical behavior after the workshop.A role-play-based workshop is an effective, fun way to improve students' sleep knowledge and skills. Students retain that information over a 6-month period and are able to apply it during their clinical clerkships.

    View details for Web of Science ID 000185309100009

    View details for PubMedID 12947515

  • The multiple mini-SOAP format for student presentations of complex patients FAMILY MEDICINE SCHILLINGER, E., LeBaron, S. 2003; 35 (1): 13-14

    View details for Web of Science ID 000180366900006

    View details for PubMedID 12564856

  • Including the patient in student presentations FAMILY MEDICINE LeBaron, S., SCHILLINGER, E. 2000; 32 (2): 87-88

    View details for Web of Science ID 000086669100008

    View details for PubMedID 10697765

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