Innovation Grants Recipients

Building Trust through Diversity 2022 Grants

2022 Grant Recipients

View 2022 Grant Recipients

2022 Grantees

Advocate Aurora Health Santa Barbara Cottage Hospital
Allegheny Health Network SUNY Upstate Medical University
Cleveland Clinic Lerner College of Medicine of Case Western Reserve University Temple University
Columbia University University of Arkansas
Cooper Medical School at Rowan University University of California-San Diego
Dignity Health St. Joseph’s Medical Center, Stockton, California University of Colorado
Eastern Virginia Medical School University of Illinois at Chicago
Geisinger University of Texas-Houston
Honor Health University of Texas Medical Branch
Icahn School of Medicine at Mount Sinai University of Texas Health Science Center at San Antonio
Lankenau Medical Center University of Washington
Oregon Health & Science University Yale New Haven Hospital

Past Innovations Grants Recipients

2022 Innovation Grant Recipients

The Alliance for Academic Internal Medicine (AAIM), the American Board of Internal Medicine (ABIM), the ABIM Foundation, the American College of Physicians (ACP), and the Josiah Macy Jr. Foundation awarded 24 grants totaling $400,000 in 2022; 16 Alliance member institutions were recipients.

Kwabena Adubofour, MD
Dignity Health Saint Joseph’s Medical Center    
“A Better Vision of Healthcare: A Multi-Pronged Innovative Approach to Restoring Community Trust, Ensuring Health Care Equity and Strengthening a Health Profession Pipeline for Under-Represented Youth”        

Omowunmi Aibana, MD
UT Health Science Center at Houston - McGovern Medical School          
“Integrating Interprofessional Health Education with a Pipeline Program: A Novel Approach to Community Engagement and Recruiting for a Diverse Healthcare Workforce”

Ligia Maria Belalcazar, MD
University of Texas Medical Branch       
“Leap to Action: Addressing delays in career promotion among underrepresented faculty. What academic medicine can do to overcome inequities.”      

Alana Biggers, MD
University of Illinois at Chicago 
“Addressing Microaggressions in Medicine”

Katherine Copeland, MD
Yale New Haven Health Hospital
“STEP-uHP: A Service Learning Initiative to Close Opportunity Gaps for Disadvantaged Students in Health Careers”          

Elizabeth Cuevas, MD   
Allegheny Health Network        
“Outside the Walls: An Experiential Learning Curriculum for Social Determinants of Health”

Thomas Davis, MD       
“Promoting Health Care Equality in Underrepresented Patient Populations through an Interprofessional Culturally Competent Curriculum”

Maria de Miguel, MD   
Columbia University College of Physicians and Surgeons
“Sociocultural Humility through Community Partnership”

Jonathan Doroshow, MD          
Lankenau Medical Center         
“The Philosophy of Building Trust in Healthcare”

Lynn Fitzgibbons, MD   
Santa Barbara Cottage Hospital
“Advancing Health Equity through Community Partnership and Interprofessional Residency Education: A Two-Year Workshop Series”

Jamie Garfield, MD       
Temple University Hospital       
“The UNIQUE Program – UNiting in Inter-professional learning to serve the Queer community though Education”

Victoria Gillet, MD        
Advocate Aurora Health
“Building community trust by realizing community environmental health goals”

Brooke Hooper, MD     
Eastern Virginia Medical School
“Community Health: Addressing Vaccine Hesitancy & Inequity”

Stephen Knohl, MD      
SUNY Upstate Medical University, Department of Medicine       
“Learning To Talk (Treat All Like Kin) & Education Through Theater Arts: An Innovative Teaching Curriculum Designed to Promote Trustworthiness Through Equitable Outcomes”

Jenny Melli, MD           
Cooper Medical School of Rowan University      
“Trust building between providers and patients through oral history training and art”    

Anna Morenz, MD        
University of Washington         
“Building trust and health equity: A multi-tiered curriculum for internal medicine residents”

Jason Morrow, MD, PhD           
UT Health San Antonio 
“Promotores and Residents in Internal Medicine for Equity (PRIME): A Collaborative Health Equity Curriculum”

Priya Radhakrishnan, MD         
“People Resource Groups: Building a Culture of DEI”

Luis Seija, MD  
Icahn School of Medicine at Mount Sinai           
“Utilization of Patient-Centered Information Exchange to Promote Systems-Based Innovation Among Internal Medicine Trainees”

Megha Shankar, MD     
University of California San Diego         
“A Perfect Pair: Didactic Sessions and Community Partnerships as Social Justice Curriculum for Internal Medicine Primary Care Residents”

Anna "Anya" Solotskaya, MD    
Oregon Health and Science University   
“Building an Equity Action Team – A longitudinal intervention to create capacity for a multidisciplinary group of trainees and faculty to serve as equity experts in hospital medicine”   

Julie Venci, MD
University of Colorado  
“Using Inter-Professional Diversity, Equity, and Inclusion Simulation Cases to Build a More Equitable Health System”

Keyur Vyas, MD
University of Arkansas for Medical Sciences      
“Development and Implementation of a Trainee-Led Research Program to Identify, Audit, and Modify Stigmatizing Language in Internal Medicine Patient Charting at UAMS”

Monica Yepes-Rios, MD
Cleveland Clinic
“Mentor Families”        

2021 Innovation Grant Recipients

The Alliance for Academic Internal Medicine (AAIM), the American Board of Internal Medicine (ABIM), the ABIM Foundation, the American College of Physicians (ACP), and the Josiah Macy Jr. Foundation awarded a total of $287,500, split among 32 projects at medical schools and training programs. 

Margaret Hayes Baker, MD
Magnolia Regional Health Center
“Enhancing Education, Building Trust, and Eliminating Bias in Primary Care: A Novel Approach to Primary Care Track Resident Education in Inner-city and Rural Mississippi”

Christiana Beveridge, MD, MBA
University of Texas-Southwestern
“Building Trust to Improve Vaccine Hesitancy with the Hispanic Community: A Community Engaged Resident Practicum”

Marie Borum, MD, EdD, MPH
George Washington University
“Incorporating Health Equity and Diversity into Internal Medicine Training: A Colon Cancer Risk Reduction Program Focused on Community Collaboration, Trust Building and Inclusion”

Andrea Braun, MD
Baylor University
“Building trust between patients, families and health care professionals in the intensive care unit”

Daniel Cabrera, MD, MPH
University of Washington
“Novel Approach for Teaching: How to Confront Difficult Clinical Encounters Dealing with Bias and Discrimination”

Quinn Capers, IV, MD
University of Texas-Southwestern
“Bias and Racism Teaching Rounds”

Maria de Miguel, MD
Columbia University
“Residency-Community Partnership: Cultural Humility, Community Assets”

Allison Ferris, MD
Florida Atlantic University
“Diversity, Equity, & Inclusion Curriculum for Residents”

Mirela Feurdean, MD
Rutgers New Jersey Medical School
“Medical Improv Workshops to Enhance Resident Self-Reflection, Empathy and Ability to Address Patient Concerns About Bias”

Dirk Gaines, MD
University of California-San Diego
“The Power of Words: Improving the Use of Patient Centered Language in the EMR”

Tamara Goldberg, MD
Mount Sinai West
“Reducing A1c Among Patients with Food Insecurity in an Urban Primary Care Clinic”

Elena Jimenez Gutierrez, MD
University of Texas Health San Antonio
“Human Rights & Asylum Medicine Elective”

Robin Klein, MD
Emory University
“Influence of Gender, Ethnicity and Race in Assessment in Graduate Medical Education (InTERsect)”

Elizabeth Lamos, MD
University of Maryland
“Improving Care to Incarcerated Transgender Individuals with a Culturally Competent Educational Curriculum”

Anita Leon-Jhong, MD
University of Pittsburgh
“Walking the Neighborhood: Building Understanding through Community Engagement”

Tammy Lin, MD, MPH
University of California-San Diego
“INTEGRATE FIRST: Supporting Rising First Generation Pre-Medical Students”

Emily Mallin, MD
University of Arizona
“Navigating difficult conversation in difficult times: A workshop series”

Annia Martial, MD
University of Illinois, Peoria
“Diversity, Equity and Inclusion Fellowship Program: Building Trust and Repairing Connections”

Rebecca Newman, MD
Stamford Health
“The I in DREAM: Implementing and assessing a residency program curriculum on Diversity, Racism, Equity, Antiracism, Inclusion, and Microaggressions (DREAiM)”

Ashley Odai-Afotey, MD
Brigham and Women’s Hospital
“Development of Bias Incident Safety Reporting Tool within Internal Medicine Services at an Academic Medical Center”

Anais Ovalle, MD
Dartmouth Hitchcock
“Development of a Self-Sustaining Justice Equity Diversity and Inclusion (JEDI) Curriculum at Dartmouth Hitchcock Medical Center (DHMC)”

Ravishankar Ramaswamy, MD
Icahn School of Medicine at Mount Sinai
“Addressing Ageism and Unconscious Bias among Medical Students during Geriatrics Clerkship Experience”

Brian Ricci, MD
Oregon Health & Science University
“A Structural Competency Needs Assessment for Medical Residents to Address Structural Racism in the Latinx Population of Hillsboro, OR”

Nicholas Salter, PhD
Hofstra University
“Development of a Diversity, Equity, and Inclusion Objective Structured Clinical Examination (OSCE) for use in Medical Education and Training”

Erin Stephany Sanchez, MD
University of California-Davis
“C.O.A.C.H. (Collaborative on Coaching and Advising Housestaff)”

Kacie Saulters, MD
Medstar Georgetown
“MedStar Social Medicine & Health Equity Track”

Lynetta Skoretz, MD
Riverside University Health System
“Crossing the transgender care gap: building confidence to provide competent and compassionate care through resident education”

Karina Whelan, MD
University of North Carolina
“Reducing Disparities through Medical Student QI”

Carla Williams, MD
NCH Healthcare System
“Reducing Healthcare Disparities Within Immokalee”

Matthew Young, MD
Hennepin Healthcare
“Competency Based Trauma Informed Care”

Donna Zulman, MD, MS
Stanford University
“Presence for Racial Justice: A Residency Curriculum to Foster Anti-Racism Communication Practices with Patients”

2020 Innovation Grant Recipients

AAIM fosters educational innovations in academic internal medicine through our grant program.

The Innovation Grants Subcommittee selected fourteen projects to receive grants totaling $50,000. The Alliance congratulates the 2020 Innovation Grants recipients.
Read 2020 Grant Report

Reuben Arasaratnam, MD, MPH
University of Texas Southwestern
Domain: Teaching and Learning
The Art of Consultation: improving the quality of consultative medicine interactions by residents and fellows at an academic medical center

Manasa Ayyala, MD

Rutgers New Jersey Medical School
Domain: Learning and Work Environment
INTERRUPTing Microaggressions: Using Standardized Role Play to Become an “Upstander”

Frank Cacace, MD

Donald and Barbara Zucker School of Medicine at Hofstra Northwell
Domain: Teaching and Learning
Adaptation of One Minute Preceptor to Teach Social Determinants of Health 

Subani Chandra, MD

Columbia University Vagelos College of Physicians and Surgeons
Domain: Teaching and Learning
Developing, Sustaining, and Evaluating a Model for Interprofessional Education in Internal Medicine: A Medicine-Radiology Case-Based Conference
Emily Gordon, MD
Rutgers New Jersey Medical School
Domain: Teaching and Learning
Development of a Harm Reduction Education Program for Patients with Opioid Use Disorder
Iman Hassan, MD
Albert Einstein College of Medicine
Domain: Healthcare Disparities
The effectiveness of a resident-led social medicine orientation curriculum on knowledge, attitudes and behaviors of first year medical residents
Elizabeth Murphy, MD
University of Chicago
Domain: Mentoring
Passport to Clinical Teaching: Pilot Program to Develop Outstanding Clinical Teaching Skills in Early Career Hospitalists
Andrew Olson, MD, FACP
University of Minnesota Medical School
Domain: Teaching and Learning
Clinical Reasoning Faculty Development Academy
Kevin Piro, MD
Oregon Health & Science University School of Medicine
Domain: Teaching and Learning
Just in Time! Evaluating the effect of a structured training on resident Point-of-Care Ultrasound use.
Charlene Raman
Kaiser Permanente Southern California
Domain: Resilience, Burnout, Health and Well-Being
iRISE (Initiative for Resiliency, Introspection, Self-Care, and Empathy)
Christiana Renner, MD
University of Texas Southwestern Medical School
Domain: Teaching and Learning
Comparison Of Standard Internal Medicine Clerkship Models versus Apprenticeship under the Care of Hospitalists: The COACH Study
Tiffany Schwasinger-Schmidt, MD, PhD
University of Kansas (Wichita)
Domain: Teaching and Learning
Can you hear me now? Teaching trainees the business and medicine of telemedicine
Lori Wan, MD
University of California-San Diego
Domain: Teaching and Learning
Exploratory study to increase knowledge of medicine-pediatric trainees on transition of care from pediatric to adult medicine
Jillian Zavodnick, MD
Sidney Kimmel Medical College at Thomas Jefferson University
Domain: Health Care Disparities
Developing an Implicit Association Test to measure the impact of learning activities on attitudes toward patients with addiction

AAIM would like to thank the FY 2020 volunteer project coaches:

  • Evelyn Chan, MD
  • Laurel Fick, MD
  • Susan Glod, MD
  • Ajaykumar Rao, MD
  • Richard Wardrop, MD, PhD

AAIM appreciates the hard work and outstanding applications of the FY 2020 Innovation Grant Finalists: 

  • Jacylyn Albin, MD
  • Heather Briggs, MD, PhD
  • Thomas Ciesielski, MD
  • Geoffrey Connors, MD
  • Bhavan Dalal, MD
  • Jessica Donato, MD
  • Jehan El-Bayoumi, MD
  • Honor Englander, MD, FACP
  • Tamara Goldberg, MD
  • Tracey Henry, MD, MPH
  • James Jackson, MD
  • Regina Makdissi, MD
  • Diana Samberg, MD
  • Alice Tang, MD
  • Laura Thomas, MD
  • Divya Venkat, MD
  • Emily Wang, MD

2019 Innovation Grant Recipients

AAIM fosters educational innovations in academic internal medicine through our grant program.

The Innovation Grants Subcommittee selected eight projects to receive grants totaling $30,000. The Alliance congratulates the 2019 Innovation Grants recipients.
Read 2019 Grant Report

AAIM would like to thank the FY 2019 volunteer project coaches:

  • Winston Tan, MD
  • Rehan Qayyum, MD
  • Benjamin Doolittle, MD, M Div, FAAP, FACP
  • Ajaykumar Rao, MD
  • Neelima Thati, MD
  • Evelyn Chan, MD
  • Richard Wardrop, III, MD, PhD, FAAP, FACP
  • Shorabh Sharma, MD
The Innovation Grants Subcommittee selected the following eight projects to receive grants totaling $30,000. The Alliance congratulates the 2019 Innovation Grants recipients:

Andrew J. Varney, MD
Southern Illinois University
Quality improvement project to create a safer workplace for residents and staff

Nicole Grogan, MD
University of Iowa Roy J. and Lucille A. Carver College of Medicine
Framework to improve the quality of written and verbal feedback in UME and GME

Pramil Cheriyath, MD, MS, FACP
Ocean Medical Center
Improving emotional intelligence among internal medicine residents using evidence -based medicine workshop

Catherine Gao, MD
Yale New Haven Hospital
Automated scheduling tool to improve scheduling quality and resident satisfaction

Jessica Murphy, MD, MS
Warren Alpert Medical School of Brown University
Developing residents’ critical consciousness through social determinants of health curriculum

Abby Spencer, MD, MS, FACP
Cleveland Clinic Foundation
Key steps for women trainees to advance through leadership development

Julia Close, MD
University of Florida
Integrated implicit bias curriculum for house staff addressing health care disparities in patients with sickle cell disease

Gretchen Diemer, MD
Thomas Jefferson University
Creation of a self-contained pedagogical tool for the problem of opiate addiction

AAIM appreciates the hard work and outstanding applications of the FY 2019 Innovation Grant Finalists: 

  • Cory Chevalier, MD
  • Ashley Jenkins, MD
  • Alisha Peet, MD
  • Kathleen Finn, MD
  • Kevin O’Brien, MD, FACP
  • Steven Fox, MD
  • Justin Chen, MD
  • Reeni Abraham, MD
  • Edwin Rosas, MD
  • John Moriarty, MD, FACP
  • Lekshmi Santhosh, MD
  • Manasa Ayyala, MD
  • Christiana Renner, MD, MS
  • Ethan Cumbler, MD, FHM, FACP
  • Benjamin Pflederer, MD


2018 Innovation Grant Recipients

Following a highly competitive grant application season, the Alliance congratulates the 2018 Innovation Grant recipients, as well as commend the efforts of grant finalists who submitted outstanding applications.

Cinnamon Bradley, MD
Morehouse School of Medicine (SOM)
Curriculum to build trainee resilience using structured reflection

Leigh Eck, MD, FACP
University of Kansas SOM
A prospective study of emotional intelligence (EI) coaching v self-directed learning on EI changes

Patricia F. Kao, MD
Washington Univ. St. Louis SOM
Curriculum for clinical educator career track for UME and GME

Patricia Ng, MD
Stony Brook University Hospital
A quasi-experimential study to develop a structured women’s health curriculum based on program needs assessment

Anjali Niyogi, MD
Tulane University SOM
Global health curriculum to address real-life ethical scenarios

Shira Sachs, MD
Baylor College of Medicine
Expansion of prospective study to improve educational scholarship and research skills

Christopher Schott, MD
VA Pittsburgh and University of Pittsburgh/UPMC
Validated tool to teach use of ultrasonography in residency 

Lauren Shapiro, MD
Montefiore Medical Center/Albert Einstein College of Medicine (COM)
A prospective cohort study assessing whether wellness half-days and EAP service expsoure impacts burnout among PGY1s.

Melissa Swee, MD
University of Iowa Carver COM
Standardized tool to acquire community advocacy and leadership skills

AAIM appreciates the hard work and outstanding applications of FY18 Innovation Grant Finalists

  • Catherine Apaloo, MD
  • Bhavin Dalal, MD
  • Yohana De Jesus. MD
  • Zachary Epstein-Peterson, MD
  • Brian Garibaldi, MD
  • Brian Hilliard, MD
  • Angela Jackson, MD
  • Regina Makdissi, MD
  • Adewunmi Nuga, MD
  • Kehinde Odedosu, MD
  • Ellen Parker, MD
  • Brianna Rossiter, MD
  • Lekshmi Santhosh, MD
  • Laxmi Suthar, MD
  • Galina Tan, MD
Download the 2018 Innovation Grants Report

2017 Innovation Grant Recipients

AAIM fosters educational innovations in academic internal medicine through a grant program. The Innovation Grants Subcommittee selected the following 13 projects to receive grants totaling $50,000. The FY 2017 AAIM Innovation Grants is co-sponsored by MedU.

Teaching and Learning

Emotional intelligence in resident physicians
Pramil Cheriyath, MD, Ocala Regional Medical Center

Enhancing resident scholarly productivity by facilitating web based access to publicly accessible datasets
Harley Friedman, MD, Geisel School of Medicine at Dartmouth

PITCH: Perspective-inspired transition curriculum for housestaff
Avutu Viswatej, MD, and Niraj Sharma, MD, Harvard Medical School Brigham and Women's Hospital

Are your learners ready to hold the admission pager?—Building a resident curriculum for triage and disposition decision-making
Emily S. Wang, MD, University of Texas School of Medicine at San Antonio

High Value Care/Quality Care

Consulting Wisely—Applying the principles of high value care to the practice of requesting a consult
Shannon K. Martin, MD, University of Chicago Division of the Biological Sciences, Pritzker School of Medicine

The LOOP project - Closing feedback loops about trainees' decision-making
Andrew Olson, MD, University of Minnesota Medical School

Resilience and Wellness

Residency training: What is the physical impact?
Amber Deptola, MD, Washington University in St. Louis School of Medicine

Teaching resilience skills to students during clinical training
Amber Pincavage, MD, University of Chicago Division of the Biological Sciences, Pritzker School of Medicine

Enhancing trainee resilience, connectedness, humanism, and teamwork via skilled reflective facilitation
Abby L. Spencer, MD, Cleveland Clinic Foundation

Impact of meditation on sleep quality in internal medicine residents during outpatient rotation
Jayaram Thimmapuram, MD, York Hospital

Health Care Disparities

R-E-S-P-E-C-T: Resident education in social determinants through promotion, enrichment, community, and teaching
Christopher Bruti, MD, Rush Medical College of Rush University Medical Center

Impact of stigma on quality of care of obese and overweight patients by internal medicine residents
Eric P. Hsieh, MD, Keck School of Medicine at the University of Southern California

Perceptions of social determinants of health among international medical graduates: A qualitative study
Raman Singhal, MD, Montefiore Medical Center/Albert Einstein College of Medicine (Wakefield Campus)

2015 Innovation Grant Recipients

Global Is Local: Creating, Piloting and Evaluating a Community-Engaged Service Learning Rotation with Migrant and Seasonal Farmworkers in Rural Minnesota
As part of a collaborative group with Pharmacy, Dental and Medicine Faculty, we are creating a pilot rotation which will be a community-engaged and service learning opportunity in rural Minnesota. Learners will work in community health observing multiple agricultural workplaces, meeting with community leaders and seeing patients, under Faculty supervision, via two mobile medical units that will visit communities of Migrant and Seasonal Farmworkers (MSFW) in rural Minnesota.

  • Participating Institutions: University of Minnesota Medical School, University of Minnesota College of Pharmacy, University of Minnesota School of Dentistry, and University of Minnesota Department of Chicano and Latino Studies
  • Submitting Author: Jonathan D. Kirsch, MD

Using Virtual Patients to Learn Key Cross Cover Skills 
We plan to design, test, and implement web-based virtual patient modules to develop fourth year medical students’ knowledge and skills in approaching and managing common cross cover scenarios on inpatient general internal medicine wards.

  • Participating Institutions:  Medical College of Wisconsin
  • Submitting Author:  Ankur Segon, MD

The Electronic Health Record as Teaching Tool
We plan to develop an electronic tool for faculty development demonstrating the teaching capabilities of the Electronic Health Record (EHR).  In addition to providing education regarding documentation, billing and compliance issues, the tool will demonstrate techniques for maintaining effective interpersonal communication with patients and the multidisciplinary team while using the EHR. Faculty will learn ways to improve student documentation and integrate evidence-based and clinical decision tools into clinical encounters with learners. In addition, we aim to highlight how the EHR can teach principles of population health management and quality improvement.

  • Participating Institutions:  Duke AHEAD (Academy for Health Professions Education and Academic Development), Duke University School of Medicine, UNC Academy of Educators, and University of North Carolina School of Medicine
  • Submitting Author:  Diana B. McNeill, MD

Development of a High Value Bedside Examination:  Needs Assessment for a Novel Physical Diagnosis Curriculum
We are designing a physical examination curriculum that explicitly emphasizes the high value and cost-effectiveness of bedside diagnostic skills. A number of common presenting concerns, like dizziness or back pain, frequently prompt low-yield, diagnostic testing. However, how improved knowledge of physical examination and its utility might reduce this overuse is not apparent.    To develop our “high value, cost-effective physical exam” (HVPE) teaching kit’s content, we will interview expert practicing physicians who are educators in academic medicine. In our interviews, we will determine how the physical exam might reduce costly diagnostic testing and establish the curricular content for the teaching kit.

  • Participating Institutions:  Medical College of Wisconsin, University of Chicago Pritzker School of Medicine, and Jefferson Medical College
  • Submitting Author:  Paul A. Bergl, MD

Flat Screen Simulation of Family Meeting Scenarios Combined with Real-Time Experiential Learning for Resident Education
Effective training in family conference facilitation in the ICU has been identified as a need at our institution by postgraduate trainees during a mixed-methods pilot study. Our proposed curriculum will include two stages: a) flat screen simulation exposing participants to commonly encountered dilemmas in family meetings, with the opportunity to choose from a selection of possible clinician responses and eventual reveal of the most appropriate selection and b) experiential learning through structured peer debriefing after actual family meetings. Patient and family satisfaction will be monitored from data collected by the hospital.

  • Participating Institutions:  Pennsylvania State College of Medicine and Milton S. Hershey Medical Center
  • Submitting Author:  Susan Glod, MD

DX: Diagnostic Excellence  - A Prototype Virtual Patient Case to Reduce Diagnostic Error
This project will develop and evaluate a virtual patient case that introduces the foundational concepts of diagnostic error to medical students. It will be the pilot for a series of cases that teach students the cognitive processes and system-related issues leading to diagnostic error, and will equip students with the knowledge, skills, and attitudes to mitigate diagnostic error. The case will be developed on the MedU platform, used at over 150 medical schools.   This pilot program will be offered without charge to those institutions and will supplement existing patient safety curricula, and we anticipate the program will be widely adopted.

  • Participating Institutions:  MedU and the Society to Improve Diagnosis in Medicine 
  • Submitting Author:  Andrew PJ. Olson, MD

Promoting Humanistic Qualities in Medical Education by Incorporating Resident Essay Teaching Modules into the Curriculum
To promote professionalism and humanistic qualities in the teaching environment, a resident in the program will be given the opportunity to present one of their own cases as a humanities teaching module session for a teaching conference, under the guidance of a faculty mentor.  These will be included in the resident’s portfolio under professionalism and also be considered for publication.

  • Participating Institutions:  Providence Sacred Heart Medical Center
  • Submitting Author:  Judy Swanson, MD

Improving "Code Blue" Resuscitation in the Medical ICU:  An Inter-Professional Approach Utilizing Team-Based Simulation and Interactive Group Training
This project introduces a novel, inter-professional, team-based curriculum designed to improve “code blue” resuscitation in the Medical Intensive Care Unit (MICU) at a university teaching hospital.  This inter-professional curriculum includes medicine residents, MICU nurses [RN], respiratory therapy [RT], and pharmacy trainees, and is ICU team-specific as all participants work together in the MICU.  Participants will learn from simulated codes, interactive group sessions, review of audio-visual footage from simulated codes, and an unannounced mock code in the ICU.  Measured outcomes will include ACLS algorithm adherence, perception of leadership and communication during codes, and patient outcomes before v. after curriculum implementation.

  • Participating Institutions:  University of Louisville School of Medicine
  • Submitting Author:  Lorrel Brown, MD

Cap Assisted Colonoscopy and Quality Based Competency in Colonoscopy among Trainees
This project is a single center, prospective, randomized controlled trial of colonoscopies performed by GI trainees to determine if cap assisted colonoscopy results in improved technical and quality measures of competency in novice endoscopy trainees.

  • Participating Institutions:  Baylor College of Medicine
  • Submitting Author:  Kalpesh Patel, MD

Systems of Care Curriculum for Hospitalist Residents
The University of Colorado Hospitalist Training Program (HTP) trains up to 12 PGY2 and 12 PGY3 residents per year.  HTP residents receive specialized training in inpatient perioperative and consultative medicine, neurology, and geriatrics, and participate in a hospitalist preceptorship rotation.  They also receive didactics on process improvement, patient safety, hospital efficiency, and healthcare finance and complete a longitudinal quality improvement project.  A comprehensive “Systems of Care Curriculum” was introduced across existing rotations in AY 2014-2015 to augment their training in systems-based practice.

  • Participating Institutions:  University of Colorado School of Medicine
  • Submitting Author:  Darlene Tad-y, MD

Education of House Staff on Key Components of Discharge Summaries in an Electonic Health Record
The EHR has been in place for several years and recently more extensively used for most areas of documentation including discharge summaries. Despite the progress of the EHR and the increased use of electronic discharge summaries there has been little education of interns and residents regarding components that constitute a quality discharge summary in the EHR. This project will focus on education of house staff to improve quality of discharge summaries and subsequently outpatient provider satisfaction.

  • Participating Institutions:  Indiana University School of Medicine, Indianapolis VAMC, and Eskenazi Health
  • Submitting Author:  Amy Munchhof, MD, PhD

High Value Care Physician Role Modeling Project
This project aims to identify the key behaviors and characteristics associated with role modeling high value care to medical trainees in the inpatient setting. This project will be conducted using focus groups comprised of third year medical students, interns, senior residents, and teaching faculty from the internal medicine program at the Hospital of the University of Pennsylvania and Perelman School of Medicine. Results from this project intend to promote faculty development by leading to the creation of an innovative education intervention for teaching attendings on how to role model high value care.

  • Participating Institutions:  Hospital of the University of Pennsylvania and Raymond and Ruth Perelman School of Medicine at University of Pennsylvania
  • Submitting Author:  Sarah E. Woodson

Efficacy of a Program Using Standardized Patients to Improve Practice of High Value Care
This project will test the efficacy of utilizing standardized patients to improve a student’s knowledge and practice of high value care.

  • Participating Institutions:  Johns Hopkins University School of Medicine
  • Submitting Author:  Amit K. Pahwa, MD

Developing a Curriculum in Cancer Survivorship for Primary Care Providers (PCPs)
This project is designed to raise awareness of the growing population of adult survivors of cancer, many of whom will be cared for by PCPs, either alone or in partnership with an oncologist.   The proposed program will allow us to develop a curriculum to educate participating faculty and their trainees in caring for cancer patients from the time of  diagnosis , through treatment and for the remainder of their life. Our focus will be on finding safe and effective ways to transition care from the oncology clinic to primary care for the cancer survivor.

  • Participating Institutions:  St,.Vincent's Medical Center and Quinnipiac University School of Medicine
  • Submitting Author:  Radhika Khwaja

Creating and Implementing a Patient Safety Checklist App for Residents and Students on Medicine Wards
Mobile device applications (“apps”) are increasingly used by medical trainees to guide in-hospital treatment plans. There are no apps currently available to improve the safety of hospitalized patients on the wards. The authors have drafted a patient-safety checklist to be used during rounds on inpatient medicine wards. The proposed project is to develop the checklist as an app for iOS devices such as iPhone or iPad and conduct usability testing with residents and medical students on the inpatient medicine wards.

  • Participating Institutions:  Baylor College of Medicine and Michael E. DeBakey VA Medical Center
  • Submitting Author:  Samir Desai, MD

2016 Innovation Grant Recipients

AAIM fosters educational innovations in academic internal medicine through a grant program. For the FY 2016 grant cycle, 72 applications were received from various member organizations (APDIM, CDIM, ASP, and AIM). The Innovation Grants Subcommittee selected the following 21 projects to receive grants totaling $73,100.

Jane L. Andrews, MD: Putting the Action Back In Advocacy Training: Skills-Focused Training in Advocacy and Leadership For Graduate Medical Residents. Tulane University School of Medicine. Audience: Residents/fellows

Patrick Brine, MD and David Sweet, MD: Enhancing Transitions of Care: Simulation to Application. St. Elizabeth Health Center (Mercy) with Summa Health Systems- Akron City Hospital. Audience: Residents/fellows

John Joseph Gough, Nancy Jenkins, Janet M. Reagan, Jennifer Felten, Mary Freer, Sheri L. Lawrence, and Monica Fawthrop: Leveraging AIM Expertise – Creating and Maintaining a Research Administration Best Practices Toolkit Repository. Medical University of South Carolina College of Medicine with Emory University School of Medicine, Duke University School of Medicine, Feinberg School of Medicine Northwestern University, and University of Michigan Medical School. Audience: Faculty and staff

Brett Hendel-Paterson, MD: Development of Online Interactive Tropical, Travel, and Refugee Health Clinical Cases. University of Minnesota Medical School with the Clinical Group of the American Society of Tropical Medicine and Hygiene (ASTMH) Audience: Medical students, residents/fellows, faculty, and staff

Wade T. Iams, MD: Reducing Unnecessary Chest X-Rays: A Housestaff-led Initiative to Implement Choosing Wisely Recommendations in Intensive Care Units. Vanderbilt University School of Medicine Audience: Residents/fellows and faculty

Rebecca C. Jaffe, MD: Safer Together: An Novel Interprofessional Near-Miss Root Cause Analysis Curriculum. Sidney Kimmel Medical College at Thomas Jefferson University. Audience: Medical students, residents/fellows, and staff

Maria S. Kokas, PhD: Unequal Care: What Are We Not Seeing When Treating Our Patients? Henry Ford Hospital/Wayne State University. Audience: Residents/fellows

Kristy Y. Kosub, MD: I-PROMISES: Innovative Program to Recruit and Outreach Medical and other Inter-professional Students into Service of the Terminally Ill. University of Texas School of Medicine at San Antonio. Audience: Medical students

William J. Leland, MD and Claudia Kroker-Bode, MD, PhD: Using Video-Guided Training as a Faculty Development Tool for Creating a Shared Mental Model of Safety for Resident Assessment: A Pilot Study. Brody School of Medicine at East Carolina University with Virginia Tech Carilion School of Medicine. Audience: Faculty

Anjuli Luthra, MD: Advancing Resident Financial Wellness and HealthCare Resource Awareness: a Curriculum to Decrease Resident Burnout and Improve Patient Care. Wake Forest School of Medicine of Wake Forest Baptist Medical Center. Audience: Residents/fellows

Elizabeth A. Lyons, MD: Improving efficiency of resident handoffs through video role modeling and direct feedback. University of Virginia School of Medicine. Audience: Residents/fellows

Diana B. McNeill, MD, Debra Bynum, MD, Cristin M. Colford, MD, Michael R. Contarino, MD, Nancy R. Denizard-Thompson, MD, Rachel Harris, MD, Suzanne Kraemer, MD, Aimee Zaas, MD, and Kristin Dickserson: After the Match: Cultivating a Community of Support, Retention & Mentoring to Enhance Diversity. Duke University School of Medicine with University of North Carolina School of Medicine, Brody School of Medicine at East Carolina University, Wake Forest University School of Medicine, and Morehouse University School of Medicine. Audience: Medical students, residents/fellows, and faculty

Brian K. Muthyala, MD: Multi-faceted Resident Training for Wellbeing Promotion and Burnout Prevention. University of Minnesota Medical School. Audience: Residents/fellows

Vandana Nagpal, MD: Teaching Effective Goals-of-Care Conversations: An Initiative to Enhance End-of-Life Communication for Residents and Faculty. University of Massachusetts Medical School. Audience: Residents/fellows and faculty

Kevin E. O'Brien, MD, D. Michael Elnicki, MD, and Cynthia H. Ledford, MD: Medical Student Abuse – Analysis from a Multi-Specialty Perspective. University of South Florida Health Morsani College of Medicine with University of Pittsburgh School of Medicine, and Ohio State University College of Medicine. Audience: Medical students, residents/fellows, faculty, and staff

Amit K. Pahwa, MD: "Show Me the Money!” A Web Based App for High Value Care. Johns Hopkins University School of Medicine with University of Minnesota School of Medicine, APDIM, and CDIM. Audience: Medical students, residents/fellows, and faculty

Kristen M. Rake, MD: Assessing the Impact of the Yale Resident Spanish Initiative (YRSI) on Effectiveness of Residents’ Interpreter Use: Does Partnering with Interpreter Services Make All the Difference? Yale-New Haven Medical Center. Audience: Residents/fellows

Jeremy B. Richards, MD: Case-Based Integration of Basic Science and Clinical Concept: Vertical Integration Grand Rounds (VIGR). Medical University of South Carolina College of Medicine. Audience: Medical students

Shannon A. Scielzo, PhD: Resident Well-Being: Development and Validation of an Assessment System. University of Texas Southwestern Medical Center at Dallas with University of New Mexico School of Medicine. Audience: Residents/fellows

Mark P. Tschanz, DO: Daily Milestone-Based Ambulatory Clinic Evaluation – Harnessing Mobile App Technology to Optimize Evaluation. Naval Medical Center (San Diego) with Scripps Mercy Hospital. Audience: Residents/fellows and faculty

Tasha R. Wyatt, PhD: Understanding the Process of Taking Ownership. Medical College of Georgia at Georgia Regents University. Audience: Medical students, residents/fellows, and faculty

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