Poonam Hosamani

Bio

Associate Program Director, Stanford Internal Medicine Residency Program (2019 - Present)
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)
Assistant Clerkship Director, Stanford Internal Medicine Core Clerkship (2018 - Present)
Co-Director, Clinical Teaching Pathway of Distinction, Stanford Internal Medicine Residency Program (2015 - Present)

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)

Residency: New York Presbyterian Cornell Campus Internal Medicine Residency (2012) NY
Medical Education: Northwestern University Feinberg School of Medicine (2009) IL
B.A., Northwestern University, Biology (2005)
Board Certification: Internal Medicine, American Board of Internal Medicine (2012)

Academic poonamh@stanford.edu
- Tel: (650) 723-1729
Alternate Contact Stanford University Hospital
- Tel: 650-723-4000
Clinical Hospitalist for Stanford Medical Center 500 Pasteur Dr Stanford, CA 94305
- Tel: (650) 723-8287
Fax: (650) 723-8596

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