Bio

Clinical Focus


  • Internal Medicine
  • Hospital Medicine

Academic Appointments


  • Clinical Assistant Professor, Medicine

Administrative Appointments


  • Director, Practice of Medicine Year 1, Stanford University School of Medicine (2017 - Present)
  • Co-Director, Quarter VI: Transition to Clerkships, Stanford University School of Medicine (2015 - Present)
  • Co-Director, Clinical Teaching Pathway of Distinction, Stanford Internal Medicine Residency Program (2015 - Present)

Honors & Awards


  • Arthur L. Bloomfield Award for Excellence in Clinical Teaching, Stanford University School of Medicine (2013)
  • Divisional Teaching Award, Division of General Medicine Disciplines, Department of Medicine (2014)
  • Henry J. Kaiser Family Foundation Award for Excellence in Clinical Teaching, Stanford University School of Medicine (2016)
  • Clinical Educator Award, Society of General Internal Medicine- California/Hawaii (2017)

Professional Education


  • B.A., Northwestern University, Biology (2005)
  • Board Certification: Internal Medicine, American Board of Internal Medicine (2012)
  • Residency:New York Hospital/Cornell Medical Center (2012) NY
  • Medical Education:Northwestern Univ - McGaw Medical Center (2009) IL

Teaching

2017-18 Courses


Publications

All Publications


  • Annals for Hospitalists Inpatient Notes - Rituals in Chaos, the Sacred in the Profane. Annals of internal medicine Hosamani, P., Verghese, A. 2017; 166 (2): HO2-?

    View details for DOI 10.7326/M16-2737

    View details for PubMedID 28114474

  • The Five-Minute Moment. American journal of medicine Chi, J., Artandi, M., Kugler, J., Ozdalga, E., Hosamani, P., Koehler, E., Osterberg, L., Zaman, J., Thadaney, S., Elder, A., Verghese, A. 2016; 129 (8): 792-795

    Abstract

    In today's hospital and clinic environment, the obstacles to bedside teaching both for faculty and trainees are considerable. As Electronic Health Records (EHR) systems become increasingly prevalent, trainees are spending more time performing patient care tasks from computer workstations, limiting opportunities to learn at the bedside. Physical examination skills are rarely emphasized and low confidence levels, especially in junior faculty, pose additional barriers to teaching the bedside exam.

    View details for DOI 10.1016/j.amjmed.2016.02.020

    View details for PubMedID 26972793