In 2023, 20 projects at medical schools and teaching hospitals received grants ranging from $10,000 to $40,000, depending on the scope of the program, for a total of $470,000 in grant awards. Fourteen Alliance member institutions are recipients.
Shub Shanti Agrawal, MD, MBA
Emory University School of Medicine
Case Completion 101: Building a Health Equity Case Competition Toolkit
Atlee Tyler Baker, MD, MPH
LSU Health Shreveport School of Medicine
Live, Work, Play, Rest: Building Trust by Enhancing Resident Education in Health Equity
Jessica L. Bunin, MD, MHPE
Uniformed Services University of the Health Sciences F. Edward Herbert School of Medicine
Training Health Equity Leaders: Implementation of a “Health Equity Rounds” Curriculum Across a National Healthcare System
David Roy Chen, MD
University of Utah
Incorporation of Community Health Workers into Internal Medicine Resident Education through Simulation-Based Learning
Jason Ehrlich, MD
Donald and Barbara Zucker School of Medicine at Hofstra Northwell
Overcoming Inequity with the Eliminating Barriers Initiative: Providing Standard-of-Care Diagnostic and Management Tools to Potentiate Self-Efficacy in Underserved Patients with Poor Diabetes Control
Anisha Ganguly, MD, MPH
Parkland Health
Integration of Voter Registration within a Safety-Net Health System to Address Voting as a Social Determinant of Health
Bijal Jain, MD
Jesse Brown Veterans Affairs Medical Center/Northwestern University Feinberg School of Medicine
Point-of-Care Ultrasound Curriculum to Enhance Pre-Medical Education for Under-Represented Students Enrolled in a Pipeline Program
Krista M. Johnson, MD
University of Iowa Roy J. and Lucille A. Carver College of Medicine
Distinction in Health Equity Track for Internal Medicine Residents
Karen Keniston, MD
University of California Los Angeles Department of Medicine
The Saban/Silverlake Community Church Clinic: A Collaborative Partnership Between a Community-Based Program and Interdisciplinary Healthcare Team
Sophia Kostelanetz, MD
One Brooklyn Health System
Health Equity Advocacy and Leadership Development
Victor Liu, MD
Eastern Idaho Regional Medical Center
Building Trust with Rural Communities via Mobile Cardiovascular Screening Unit
Ana Maria Lopez, MD, MHP, MACP
Sidney Kimmel Medical College at Thomas Jefferson University
The Arts as a Catalyst for Un-Learning and Creating a Climate of Belonging
Regina Makdissi, MD
Jacobs School of Medicine and Biomedical Sciences at the University of Buffalo
Beyond Empathy: A Day in the Life of Our Patient, Bridging Care Gaps Through Inter-Professional Education and Collaboration
Caroline K. Milne, MD, MBA
University of Utah
Incorporation of Community Health Workers into Internal Medicine Resident Education through Simulation-Based Learning
Marlise Pierre-Wright, MD
McGaw Medical Center of Northwestern University
Building Patient Trust Through Trauma Informed Care
Bharathi Selvan
Duke University School of Medicine
Preventing Colorectal Cancer Deaths Through Community Outreach Screening Initiatives
Andrea Schnell, MD
University of Wisconsin School of Medicine and Public Health
A Critical Review and Analysis of the Use and Harms of Race-Based Medicine
Leigh Simmons, MD
Harvard Medical School Massachusetts General Hospital
Expansion of the Patient Support Corps Model to Improve Care for Medically Complex Patients
Carlie Stein Somerville, MD
University of Alabama at Birmingham Marnix E. Heersink School of Medicine
“STAND Up”: Strategic Training and iNnovation to Develop Upstanders
Kelley Wachsberg, MD
Jesse Brown Veterans Affairs Medical Center/Northwestern University Feinberg School of Medicine
Point-of-Care Ultrasound Curriculum to Enhance Pre-Medical Education for Under-Represented Students Enrolled in a Pipeline Program
Emily S. Wang, MD
University of Texas Health Science Center at San Antonio Joe R. and Teresa Lozano Long School of Medicine
Evaluating Harassment of Learners: Assessing Differences Across Clinical Learning Environments
Julius Wilder, MD, PhD
Duke University School of Medicine
Preventing Colorectal Cancer Deaths Through Community Outreach Screening Initiatives
Aimee K. Zaas, MD, MHS
Duke University School of Medicine
A Public Health Education Initiative to Promote Internal Medicine Residents Engagement with HBCUs
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
Geisinger
“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
HonorHealth
“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”
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”
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
AAIM would like to thank the FY 2020 volunteer project coaches:
AAIM appreciates the hard work and outstanding applications of the FY 2020 Innovation Grant Finalists:
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.
AAIM would like to thank the FY 2019 volunteer project coaches:
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:
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
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)
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.