Current Loeb Teaching Fellows
The faculty currently selected for the Carol B. and Jerome T. Loeb Teaching Fellowship have been appointed to two-year terms.
2020 – 2022 fellows
Ian Hagemann, MD, PhD (Immunology and Pathology)
Summary: Admission to medical school is the gateway to the practice of medicine, yet we have limited and inconsistent tools to assess applicants’ communication skills and professionalism, particularly at the pre-interview stage. This proposal will augment our admissions process by adding innovative unidirectional standardized video interviews (SVI). This tool will let us assess interpersonal and intrapersonal competencies in our applicants, leading to a more effective and efficient selection process. The project will provide current WUSM students with direct teaching in these competencies by inviting them to serve as content creators and raters for SVI. The long-term outcomes that we hope to achieve are improved student diversity and improved performance in the areas of professionalism and communication.
Michelle Miller-Thomas, MD and Ali Mian, MD (Radiology)
Summary: An integrated case-based Radiology curriculum for Phases 1 and 2 of the Gateway Curriculum. Regardless of career path, radiology skills are vital to modern medical practice. Virtually all clinicians utilize and interact with radiology as part of the diagnostic and therapeutic process. The proposed curriculum will include a case of the week, case-based radiology consults, lectures with active learning, self-learning modules and the creation of a radiology reference library which students can utilize during clinical rotations.
2019 – 2021 fellows
Justin Sadhu, MD (Internal Medicine)
Summary: The proposal, Development of an Integrated and Expanded EKG Curriculum, will revamp our curriculum for EKG Interpretation by developing innovative methods and online resources to teach EKG interpretation to students. This will include both direct teaching of students in the 2nd year Cardiovascular Diseases course as well as innovative curricular resource development. Online resources developed would be relevant, accessible, and adaptable to third and fourth year medical students as well as multiple graduate medical education programs. Improvements in measures of EKG interpretation proficiency and confidence among students as well as graduates of WUSM is expected.
Jennifer Duncan, MD (Pediatrics)
The proposal of a Pediatric Subspecialty Fellow Core Curriculum, aims to develop innovative teaching strategies that will significantly enhance training programs across the Department of Pediatrics. The goal of the proposed comprehensive core curriculum will encompass all of the Accreditation Council of Graduate Medical Education (ACGME) and the American Board of Pediatrics (ABP) requirements in the domains of developing outstanding specialty-specific clinical skills and universal skills in professionalism, communication, leadership and scholarly activities, as well as the career-track specific development needs of fellows in the Department of Pediatrics. The first year will focus on launching the in-person sessions and developing online/video resources with complete implementation of the full curriculum by year two. This will impact patient care because the foundation laid by this curriculum and the resources developed will be widely applicable and translatable to other programs at the School of Medicine, further educating fellows and in turn producing better care to our patients.
2018 – 2020 fellows
Amy Bauernfeind and Kari Allen, PhD (Neuroscience)
Summary: The Human Body: Anatomy, Embryology, & Imaging course, currently requires “traditional” resources for laboratory preparation, including a dissection guide (consisting mostly of text) and an anatomical atlas (which includes anatomical illustrations, but no guide for procedure). In November 2017, a survey of our current first year class revealed that students are reluctant to use text-based resources to prepare for laboratory procedures; students generally do not find these engaging or useful for self-study and consider them insufficiently visual for interpreting laboratory dissections. We propose to prepare: 1) photographic dissection guides that cater to the visual learning styles of modern students and that reflect the structure and content of the Washington University preclinical anatomy curriculum; 2) photographic clinical anatomy review modules geared towards senior medical students and early career medical professionals.
Laurie Punch, MD (Surgery)
Summary: The proposal is to introduce formal gun violence education across the continuum of medical student education and beyond. The goal of the proposed curriculum is to fully illustrate gun violence as a disease and public health issue over the course of medical education. This will impact patient care because it represents a responsible consideration of the need to alert future minds in medicine to the burden of firearm injury in the hopes of creating new thoughts an solutions towards reducing the burden of gun violence. The very fact that the spectrum of injury created by a bullet remains an undefined entity within medicine leads to an under-diagnosis and malignant neglect of the impact of this illness.
2017 – 2019 fellows
Sabrina Nunez, PhD (Medical Genetics)
Summary: There are competencies beyond medical knowledge and patient care skills that are essential in the training of competent physicians. They include communication skills, professionalism, system-based practice and practice-based learning and improvement. This proposal will support the programmatic development of a program of instruction and assessment of affective behaviors within the WUSM pre-clinical curriculum. This approach will ensure our students are better prepared to be productive members of their professional communities.
Patricia Kao, MD, MS (Nephrology)
Summary: The Washington University Teaching Physician Pathway, or “WUTPP”, prepares interested medicine residents with the knowledge, skills, experience, and mentorship to develop as competent and inspired clinical-educators, and as future leaders in medical education. This pathway is a new 2-2.5 year program supported by the Division of Medical Education. The goal of the WUTPP curriculum is essentially to teach medicine residents to teach, and to prepare them as future leaders as clinician educators.
2016 – 2018 fellows
Simon Haroutounian, Ph.D. (Anesthesiology)
Summary: Development of integrated and expanded pharmacology curriculum. The plan is related to teaching the Principles of Pharmacology 1st year student course, and vertical integration of Pharmacology. It will involve curriculum revision and development during the transition period, lecturing, administration, and assessment of daily quizzes, and final exam; student feedback on online Q&A CANVAS forum; logistics for coordinating and running the course; and vertical integration to include innovative approaches for programmatic development and supporting an integrated Pharmacology curriculum to address the need for improving student preparedness and efficiency of pharmacology integration across the WUSM preclinical curriculum.
Steven Lawrence, MD, M.Sc. (Internal Medicine)
Summary: For the supplemental teaching of pathogens for a broader understanding of global health and antimicrobial stewardship (STOP BUGS), with an objective of gradually introducing new technologies and teaching methodologies into the instruction of Clinical Infectious Diseases for medical trainees at all levels in the first year, and for improving antimicrobial decision-making starting in the second year.
2015 – 2017 fellows
Amanda R. Emke, MD (Pediatrics)
Summary: Develop and implement a paired self- and peer-evaluation program. Students will be assessed in a longitudinal fashion throughout their medical school careers, with a greater focus on their first two years. This approach may help better identify students at risk for professionalism concerns and provide remediation.
Michael Friedman, MD (Radiology)
Summary: Establish an integrated radiology curriculum focused on the preclinical and clinical years to better prepare students as they transition into their roles as image ordering and interpreting physicians. The motivation behind the program is based on the premise that all physicians must have a strong understanding of the different diagnostic imaging modalities available in patient care and the strengths and limitations of each technique.
2014 – 2016 fellows
Ellen Binder, MD (Medicine)
Summary: Create a website for Washington University trainees that includes case-based learning modules on topics in geriatrics, such as delirium, dementia, injury prevention and health-care system strategies that enhance transitions from homes or hospitals to care facilities. Progressively more complex case modules, each with embedded questions, explanations and references, will enable different levels of instruction as students advance.
Krikor Dikranian, MD, PhD (Anatomy & Neurobiology; Physical Therapy)
Summary: Create a manual of medical neuroscience, which will be produced in iBook and eBook formats for iPad and Android tablet users, respectively. The manual will integrate fundamental concepts in neural sciences and the clinical correlates in the form of case studies. It also will incorporate quizzes, which can be used to supplement learning for individual students or for students working in a group setting.
Former Loeb Teaching Fellows
2012 – 2014 fellows
Nigar Kirmani, MD (Medicine)
Summary: Develop new physician-education programs in infection prevention and hospital epidemiology and patient safety. Developing interactive, web-based training modules will allow trainees to access information when needed. The modules will include a pretest, a case study and a post-test. Students will learn about infection prevention, patient safety issues such as drug interactions and transitions of care, and the use and overuse of antibiotics.
Douglas Larsen, MD (Neurology; Pediatrics)
Summary: Implement reflective learning into the neurology clerkship, which includes about 120 third-year medical students a year. The program is based on a pilot Larsen implemented in 2010-2011 in which students set personal learning goals for the rotation then wrote a journal entry daily analyzing their performance. The daily reflections were submitted weekly to Larsen for feedback and comments. At the end of the pilot, students reported improved learning, increased awareness of their own thoughts and actions and improved recall of experiences from the rotation.
2010 – 2012 fellows
Michael Awad, MD, PhD, Surgery
Joan Rosenbaum, MD, Pediatrics
Gladys Tse, MD, Obstetrics & Gynecology
2008 – 2009 fellows
Thomas M. De Fer, Internal Medicine
James J. Fehr, M.D., Anesthesiology and Pediatrics
Mary E. Klingensmith, M.D., Surgery
2005 – 2007 fellows
Elliot E. Abbey, M.D., BJH, Voluntary Faculty
Martin I. Boyer, M.D., M.Sc., FRCS, Orthopaedic Surgery
Jane Loitman, M.D., M.S., BJH Palliative Care
Mary E. Klingensmith, M.D., Surgery