Bio

Bio


Dr. Valerie Teng is a board certified family physician with special interests in preventative medicine and women's health. Her experiences in caring for patients with chronic conditions, such as diabetes and hypertension, have fueled her desire to partner with patients to enter healthier lifestyles. She is also passionate about providing comprehensive care to patients of all ages, including newborns and teens.

During her residency training, Dr. Teng explored many opportunities in medical education through the O?Connor-Stanford Leaders in Education Residency (OSLER) program. She is delighted to continue in medical education as a part of the faculty at Stanford Family Medicine.

Clinical Focus


  • Family Medicine

Academic Appointments


Professional Education


  • Board Certification, American Board of Family Medicine (2016)
  • Medical Education:University of California, Irvine (2013) CA
  • Residency, O'Connor Hospital (2016)
  • Residency:O'Connor HospitalCA
  • Medical Education, University of California Irvine (2013)
  • Board Certification: Family Medicine, American Board of Family Medicine (2016)
  • Bachelor of Science, University of California Berkeley (2008)

Publications

All Publications


  • Rethinking empathy decline: results from an OSCE THE CLINICAL TEACHER Teng, V. C., Nguyen, C., Hall, K. T., Rydel, T., Sattler, A., Schillinger, E., Weinlander, E., Lin, S. 2017

    View details for DOI 10.1111/tct.12608

  • 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

  • Renewing US medical students' interest in primary care: bridging the role model gap POSTGRADUATE MEDICAL JOURNAL Teng, V. C., Lin, S. Y. 2014; 90 (1059): 1-2

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