Bio

Bio


Dr. De Golia specializes in the treatment of mood and anxiety disorders with an expertise in time-limited dynamic psychotherapy. She is Section Chief of the Assessment Clinics and Director of the Evaluation Clinic. Dr. De Golia is the Associate Chair for Clinician Educator Professional Development where she is involved in developing faculty development programs including mentorship. She is also the Associate Residency Director of the Adult Psychiatry Residency Program where she has been involved in educational programming and curricular development. She is a Peer Teaching Coach in the Stanford Teaching and Mentoring Academy, teaches regularly with the Stanford Center for Faculty Development, and is a Senior Fellow at Stanford's Center for Innovation in Global Health. She currently serves on the Executive Committee of the American Association of Directors of Psychiatry Residency Training.

Clinical Focus


  • Psychiatry
  • Psychotherapy and psychopharmacology, Time-limited Dynamic Psychotherapy, Women's issues.

Academic Appointments


  • Clinical Professor, Psychiatry and Behavioral Sciences

Administrative Appointments


  • Associate Chair Clinician Educator Line, Stanford Department of Psychiatry and Behavioral Sciences (2016 - Present)
  • Senior Fellow, Center for Innovation in Global Health (2015 - Present)
  • Associate Residency Director, Department of Psychiatry and Behavioral Sciences (2007 - Present)

Honors & Awards


  • Irma Bland Award for Residency Education Excellence., American Psychiatric Association (2015)
  • Most Inspiring Mentor, Stanford Adult Psychiatry Residency (2015)
  • Education Mission Award, Stanford Department of Psychiatry and Behavioral Sciences (2014)
  • Teacher's Award, American Psychoanalytic and Psychodynamic Association (2014)

Boards, Advisory Committees, Professional Organizations


  • Program Chair, American Association of Directors of Psychiatry Residency Training (2019 - Present)

Professional Education


  • Residency:Stanford University Psychiatry and Behavioral Sciences (1996) CA
  • Internship:Santa Clara Valley Medical Center Dept of Medicine (1993) CA
  • Medical Education:Stanford University School of Medicine Registrar (1992) CA
  • MPH, Columbia University School of Public Health, Maternal & Child Health (1986)
  • Board Certification: Psychiatry, American Board of Psychiatry and Neurology (2000)

Research & Scholarship

Projects


  • Medical Student Reflection Group Study, Stanford Medical School (2/1/2017 - 6/30/2018)

    Resident-run bi-weekly reflection groups for Stanford Medical Students

    Location

    Stanford, CA

    Collaborators

    • Jessica Gold, Psychiatry and Behavioral Sciences
    • Craig Forte, Psychiatry and Behavioral Sciences
  • Flipped Classroom/Team-based Learning Project., Stanford University (3/1/2013)

    Development of a flipped classroom combined with Team Based Learning methods within a previously, traditionally taught PGY II Psychopharm/psychopathology 9-month course in the Department of Psychiatry. VPOL funded.

    Location

    Department of Psychiatry and Behavioral Sciences, Stanford, CA

Teaching

2018-19 Courses


Publications

All Publications


  • Smoking Cessation Prescribing and Referral Practices Among Psychiatry Residents. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry Kleinman, R. A., Kendra, M. S., De Golia, S. G. 2019

    View details for DOI 10.1007/s40596-019-01104-z

    View details for PubMedID 31435900

  • An Intervention in Social Connection: Medical Student Reflection Groups. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry Gold, J. A., Bentzley, J. P., Franciscus, A. M., Forte, C., De Golia, S. G. 2019

    Abstract

    OBJECTIVE: Rates of medical student depression and suicide are higher than aged-matched peers. Although medical schools have implemented wellness interventions, no program has reported on interventions targeting social support. As one potential intervention, reflection groups for medical students led by psychiatry residents were designed and implemented. It was hypothesized that groups would encourage connectedness among peers, teach coping and emotional self-awareness skills, increase empathy, and decrease loneliness.METHODS: Voluntary, biweekly support groups were implemented between 2017 and 2018 at Stanford University School of Medicine for first- and second-year medical students. Participants were surveyed at baseline and 6 months. Surveys included qualitative assessments of groups and validated surveys to assess empathy, wellness, and loneliness. Separate surveys assessed attrition. Analyses included statistical analyses (descriptive statistics) and thematic analysis.RESULTS: In both cohorts, a total number of 30 students participated in groups, and 18 completed post-surveys. Students reported groups improved well-being (55.6% strongly agreed, 27.8% agreed), enhanced self-awareness (44.4% strongly agreed, 38.9% agreed) and ability to empathize (50.0% strongly agreed, 27.8% agreed), and promoted connection (61.1% strongly agreed, 33.3% agreed). Initial attrition was high, with 84% of students not continuing due to feeling too overwhelmed by classes.CONCLUSIONS: Thematic analysis demonstrated groups may benefit students in improving impostor syndrome and connection with others (decreased loneliness), allowing exposure and tolerance to diverse perspectives, increasing insight into the importance of self-care and emotional self-awareness, allowing practice for collaborative skills, and increasing thoughtful approaches to patient care. There is preliminary evidence reflection groups may be a feasible, effective intervention to improve loneliness and social belonging in medical school.

    View details for PubMedID 30963416

  • Faculty Development for Teaching Faculty in Psychiatry: Where We Are and What We Need. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry De Golia, S. G., Cagande, C. C., Ahn, M. S., Cullins, L. M., Walaszek, A., Cowley, D. S. 2018

    Abstract

    OBJECTIVE: A Faculty Development Task Force surveyed the American Association of Directors of Psychiatric Residency Training membership to assess faculty development for graduate medical education faculty in psychiatry departments and barriers to seeking graduate medical education careers.METHODS: An anonymous Survey Monkey survey was emailed to 722 American Association of Directors of Psychiatric Residency Training members. The survey included questions about demographics, the current state of faculty development offerings within the respondent's psychiatry department and institution, and potential American Association of Directors of Psychiatric Residency Training faculty development programming. Two open-response questions targeted unmet faculty development needs and barriers to seeking a career in graduate medical education. Results were analyzed as frequencies and open-ended questions were coded by two independent coders. We limited our analysis to general psychiatry program director responses for questions regarding faculty development activities in an attempt to avoid multiple responses from a single department.RESULTS: Response rates were 21.0% overall and 30.4% for general program directors. General program directors reported that the most common existing departmental faculty development activities were educational grand rounds (58.7%), teaching workshops (55.6%), and funding for external conference attendance (52.4%). Of all survey respondents, 48.1% expressed the need for more protected time, 37.5% teaching skills workshops, and 16.3% mentorship. Lack of funding (56.9%) and time (53.9%) as well as excessive clinical demands (28.4%) were identified as the main barriers to seeking a career in graduate medical education.CONCLUSIONS: Despite increasing faculty development efforts in psychiatry departments and institutions, real and significant unmet faculty development needs remain. Protected time remains a significant unmet need of teaching faculty which requires careful attention by departmental leadership.

    View details for PubMedID 29626292

  • Early Outpatient Experience for Psychiatry Interns: The Evaluation Clinic Academic Psychiatry Gold, J., Bandstra, B., DeGolia, S. 2016: 944?46
  • Developing a Mental Health Curriculum to Build Capacity and Improve Access to Mental Health Care in Rural Guatemala Academic Psychiatry Rissman, Y., Isaac, S., Khan, C., DeGolia, S. 2016
  • Limits to Scholarship: How Can We Enhance the Program Director's Role? Academic psychiatry De Golia, S. G., Katznelson, L. 2015; 39 (1): 70-72

    View details for DOI 10.1007/s40596-014-0255-z

    View details for PubMedID 25467936

  • Job Satisfaction Among Associate Training Directors in Psychiatry: A Bimodal Distribution ACADEMIC PSYCHIATRY Arbuckle, M. R., DeGolia, S. G., Esposito, K., Weinberg, M., Brenner, A. M. 2013; 37 (2): 129-130

    View details for Web of Science ID 000316155900017

    View details for PubMedID 23475249

  • How to give an Effective Lecture Achievement and Fulfillment in Academic Medicine: A Comprehensive Guide DeGolia, S. edited by Roberts, L. Springer. 2013; 1st
  • Associate Residency Training Directors in Psychiatry: Demographics, Professional Activities, and Job Satisfaction ACADEMIC PSYCHIATRY Arbuckle, M. R., DeGolia, S. G., Esposito, K., Miller, D. A., Weinberg, M., Brenner, A. M. 2012; 36 (5): 391-394

    Abstract

    The purpose of this study was to characterize associate training director (ATD) positions in psychiatry.An on-line survey was e-mailed in 2009 to all ATDs identified through the American Association of Directors of Psychiatric Residency Training (AADPRT). Survey questions elicited information regarding demographics, professional activities, job satisfaction, and goals.Of 170 ATDs surveyed, 73 (42.9%) completed the survey. Most respondents (71.3%) had been in their positions for 3 years or less. Many ATDs indicated that they were involved in virtually all aspects of residency training; 75% of respondents agreed that they were happy with their experience. However, specific concerns included inadequate time and compensation for the ATD role in addition to a lack of mentorship and unclear job expectations.Thoughtful attention to the construction of the ATD role may improve job satisfaction.

    View details for Web of Science ID 000308454500010

    View details for PubMedID 22983471

  • Divalproex therapy in medication-naive and mood-stabilizer-naive bipolar II depression JOURNAL OF AFFECTIVE DISORDERS Winsberg, M. E., DeGolia, S. G., Strong, C. M., Ketter, T. A. 2001; 67 (1-3): 207-212

    Abstract

    There have been few systematic studies of the treatment of bipolar II depression. While divalproex sodium (DVPX) is effective in acute mania, there are few data on the antidepressant effects of DVPX. Similarly, little is known regarding the use of DVPX administered in a single daily dose.We performed a 12-week open trial of DVPX monotherapy (mean dose 882 mg qhs, mean level 80.7 mug/ml) in nineteen (thirteen women, six men, mean age 29) bipolar II depressed outpatients. Eleven patients (six women, five men) were medication-naive (MN) and eight (seven women, one man) were mood stabilizer-naive (MSN), having had prior trials of antidepressants or stimulants. Mean illness and current depressive episode duration were 15.4 years and 11.8 weeks, respectively. DVPX was given as a single dose each evening starting with 250 mg at bedtime and increased by 250 mg at bedtime every 4 days until symptom relief or adverse effects were noted. Weekly prospective Hamilton Depression, Young Mania and Clinical Global Impression ratings were obtained.DVPX therapy was generally well tolerated. Twelve of nineteen patients (63%) responded (>50% decrease in Hamilton Depression ratings). MN patients compared to MSN patients tended to have a higher response rate (9/11 versus 3/8, P<0.08). Mean Hamilton scores decreased from 22.2 to 9.6 (P<0.0001) in the entire group, from 20.6 to 6.6 (P<0.0003) in MN patients, and from 24.2 to 14.7 (P=0.008) in MSN patients.Single daily dose DVPX monotherapy appeared to be well tolerated and substantially benefited 63% of patients with bipolar II depression. The trend towards a higher rate of antidepressant response to DVPX in MN patients (82%) compared to MSN patients (38%) could be due to a milder form or earlier phase of illness and the lack of prior medication exposure or failures. This uncontrolled open pilot study must be viewed with caution, and randomized double-blind placebo controlled studies of DVPX in bipolar II depression are warranted to confirm the possibility that single daily dose DVPX is an effective, well-tolerated, first-line monotherapy in this population.

    View details for Web of Science ID 000174633800023

    View details for PubMedID 11869770

  • Rapid efficacy of olanzapine augmentation in nonpsychotic bipolar mixed states JOURNAL OF CLINICAL PSYCHIATRY Ketter, T. A., Winsberg, M. E., DeGolia, S. G., Dunai, M., Tate, D. L., Strong, C. M. 1998; 59 (2): 83-85

    View details for Web of Science ID 000072288800011

    View details for PubMedID 9501894

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