Bio

Clinical Focus


  • Family Medicine

Academic Appointments


Administrative Appointments


  • Program Director, Stanford Health Care - O'Connor Hospital Family Medicine Residency Program (2016 - Present)

Honors & Awards


  • Primary Care & Population Health Division Teaching Award, Department of Medicine, Stanford University School of Medicine (2017)
  • Henry J. Kaiser Family Foundation Award for Excellence in Clinical Teaching, Stanford University School of Medicine (2017)
  • Residency Recognition Award, San Jose-O'Connor Hospital Family Medicine Residency Program (2017)
  • Innovative Program Award (OSLER), Society of Teachers of Family Medicine (2014)
  • Resident Teacher Award, Society of Teachers of Family Medicine, O'Connor Hospital (2006)

Boards, Advisory Committees, Professional Organizations


  • Board of Directors, District VII Representative, California Academy of Family Physicians (2018 - Present)
  • Santa Clara Chapter County, California Academy of Family Physicians (2018 - Present)
  • Graduate Medical Education Committee, Stanford Health Care (2017 - Present)
  • Medical Executive Committee, Secretary-Treasurer, O'Connor Hospital (2017 - Present)
  • Graduate Medical Education Committee, O'Connor Hospital (2016 - Present)
  • Advisory Committee, O'Connor Hospital (2014 - Present)
  • Family Medicine Executive Committee, O'Connor Hospital (2012 - 2014)
  • Mentor and Advisory Board, Primary Care Progress, Stanford Chapter (2011 - Present)
  • Utilization Management Committee, Member, O’Connor Hospital (2010 - Present)
  • Medical Executive Committee, Member-at-Large, O'Connor Hospital (2010 - 2012)
  • Institutional Review Board, Member & Chair (since 2017), O'Connor Hospital (2009 - 2018)
  • Diplomate, American Board of Family Medicine (2006 - Present)
  • Member, American Academy of Family Physicians (2006 - Present)
  • Member, California Academy of Family Physicians (2006 - Present)
  • Member, Society of Teachers of Family Medicine (2006 - Present)

Professional Education


  • Residency:Stanford O'Connor Family Medicine ResidencyCA
  • Internship:Stanford O'Connor Family Medicine ResidencyCA
  • Fellowship:UCSF Family Medicine Residency (2007) CA
  • Medical Education:Stanford University School of Medicine Registrar (2003) CA
  • Fellowship, National Institute for Program Director Development Fellowship, Association of Family Medicine Residency Directors, Faculty Development (2017)
  • Fellowship, UCSF - Northern California Faculty Development Fellowship, Faculty Development (2007)
  • Board Certification, American Board of Family Medicine, Family Medicine (2006)
  • Residency, San Jose-O'Connor Hospital Family Medicine Residency Program, Family Medicine (2006)
  • Board Certification: Family Medicine, American Board of Family Medicine (2006)
  • MD, Stanford University School of Medicine, Medical Education (2003)
  • BA, Harvard University, East Asian Studies (1998)

Community and International Work


  • Clinica Esperanza, Medical Volunteer, Roatan, Honduras

    Topic

    Primary Care

    Partnering Organization(s)

    Bay Islands Community Clinics

    Location

    International

    Ongoing Project

    Yes

    Opportunities for Student Involvement

    Yes

Publications

All Publications


  • Qualities of Resident Teachers Valued by Medical Students FAMILY MEDICINE Montacute, T., Teng, V. C., Yu, G. C., Schillinger, E., Lin, S. 2016; 48 (5): 381-384

    Abstract

    Medical students often see residents as the most important teachers on the wards. However, there is a relative lack of data on the qualities that medical students value in their resident teachers. We conducted a qualitative study to determine the teaching behaviors that medical students value in their resident teachers.Over a 1-year period, 28 medical students completed 115 open-ended written reflections about their educational experiences with residents at a single, university-affiliated, community-based family medicine residency program in San Jose, CA. Qualitative data were analyzed using the constant comparative method associated with grounded theory. Ten recurring themes were identified after triangulation with published literature.When given the opportunity to make open-ended written reflections about the teaching abilities of their resident teachers, medical students most often commented on topics relevant to a "safe learning environment." More than one in four reflections were associated with this theme, and all were characterized as positive, suggesting that the ability to set a safe learning environment is a quality that medical students value in their resident teachers. In contrast, the least frequently occurring theme was "knowledge," suggesting that residents' fund of knowledge may not be as important as other qualities in the eyes of medical students.Our study adds to a growing body of literature suggesting that, from the medical students' perspective, a resident's fund of medical knowledge may not be as important as his/her ability to establish a supportive, safe, and nonthreatening environment to learn and practice medicine.

    View details for Web of Science ID 000376224100009

    View details for PubMedID 27159098

  • Training Future Clinician-Educators: A Track for Family Medicine Residents. Family medicine Lin, S., Sattler, A., Chen Yu, G., Basaviah, P., Schillinger, E. 2016; 48 (3): 212-216

    Abstract

    Despite a growing demand for skilled clinician-educators, residents today rarely receive formal training in clinical teaching, curriculum development, administration, leadership, or educational scholarship. The authors describe the development, implementation, and preliminary evaluation of the O'Connor Stanford Leaders in Education Residency (OSLER) track, a novel clinician-educator track within the family medicine residency program affiliated with Stanford University School of Medicine.In 2010, the OSLER track was introduced at O'Connor Hospital, a community hospital that houses an 8-8-8 family medicine residency program. Residents who are in good standing can apply to the track at the midpoint of their first postgraduate year. Residents are immersed in a flexible, experience-based, 2.5-year-long curriculum with hands-on teaching activities at its core. To foster skills in educational scholarship, track residents are required to design and complete a scholarly project.A comprehensive evaluation plan is currently in progress. Preliminary data indicates high levels of satisfaction with the track's overall value, impact on core teaching skills, and effect on career trajectory. Residents gained more confidence in core teaching skills as they progressed through the track. Scholarly work output by residents has increased significantly since the track was implemented. The residency program has seen an increased interest from applicants since the track was started, with data suggesting that applicant quality has increased from the pre-track to post-track years.More research is needed to assess the effectiveness and reproducibility of this clinician-educator track. If proven, this model may be replicated at other academic medical centers.

    View details for PubMedID 26950910

  • Training Future Clinician-Educators: A Track for Family Medicine Residents. Family medicine Lin, S., Sattler, A., Chen Yu, G., Basaviah, P., Schillinger, E. 2016; 48 (3): 212-216

    View details for PubMedID 26950910

  • Implementation of a Chronic Illness Model for Diabetes Care in a Family Medicine Residency Program JOURNAL OF GENERAL INTERNAL MEDICINE Yu, G. C., Beresford, R. 2010; 25: S615-S619

    Abstract

    While the Chronic Care Model (CCM) has been shown to improve the care of patients with chronic illnesses, primary care physicians have been unprepared in its use, and residencies have encountered challenges in introducing it into the academic environment.Our residency program has implemented a diabetes management program modeled on the CCM to evaluate its impact on health outcomes of diabetic patients and educational outcomes of residents.University-affiliated, community-based family medicine residency program.Six residents, two faculty clinicians, and clinic staff formed a diabetes management team. We redesigned the outpatient experience for diabetic patients by incorporating elements of the CCM: multidisciplinary team care through planned and group visits; creation of a diabetes registry; use of guidelines-based flow sheets; and incorporation of self-management goal-setting. Residents received extensive instruction in diabetes management, quality improvement, and patient self-management.We achieved overall improvement in all metabolic and process measures for patients, with the percentage achieving HbA1c, LDL, and BP goals simultaneously increasing from 5.7% to 17.1%. Educational outcomes for residents, as measured by compliance with review of provider performance reports and self-management goal-setting with patients, also significantly improved.Through a learning collaborative experience, residency programs can successfully incorporate chronic care training for residents while addressing gaps in care for patients with diabetes.

    View details for DOI 10.1007/s11606-010-1431-9

    View details for Web of Science ID 000283101900009

    View details for PubMedID 20737237

    View details for PubMedCentralID PMC2940436