Bio

Current Role at Stanford


Program Officer, Quality and Organizational Improvement:
- Course educator and manager in "Elective in Quality Improvement, Patient Safety, and Organizational Change" clerkship (MED 344A) and residency rotation.
- Design key aspects, such as (1) curriculum development and organizational change models for research, with a focus on both local and national dissemination, and (2) evaluating effectiveness.
- Consult on quality improvement project design, resources, methodology, evaluation, outcomes, and publication.
- Develop and implement quality improvement curriculum, and mentor medical students, residents, staff, and faculty.

Specialist, Education and Evaluation (Practice of Medicine course):
- Develop and evaluate performance measures for POM, required course for all first- and second-year Stanford medical students.
- Quality Improvement/ Patient Safety Theme Lead in POM.
- Develop and implement course goals and learning objectives.
- Recommend revisions to current and planned curriculum and evaluation tools.
- Implement faculty development workshops and annual faculty and key stakeholder retreat.
- Partner with faculty to teach/develop innovations in curriculum, and design medical education research to measure impact.

Core team member in pre-clerkship elective course "Compassion Cultivation for the Physician-in-Training" (MED 213). http://youtu.be/YjhBPMKCfWs

Honors & Awards


  • VPOL grant with Drs. Posley, Popat, Vice Provost for Online Learning (2014)
  • VPOL grant with Dr. Rita Popat, Vice Provost for Online Learning (2013)
  • DGIM Research Award for Clinician-Educators with Dr. Pree Basaviah, Stanford Medical School (2010)

Education & Certifications


  • B.S., Vanderbilt University, Human and Organizational Development (2002)
  • M.Ed., Vanderbilt University, Organizational and Community Development (2004)
  • Alumni, The University of Texas System, Clinical Safety & Effectiveness Course (2014)

Personal Interests


Reviewer for AAMC Conference
Reviewer for Academic Medicine
Reviewer for BMJ
Reviewer for Journal of Hospital Medicine

Professional

Professional Interests


Quality and Patient Safety medical education research in pre-clerkship, clerkship, and residency. Longitudinal curriculum development and teaching in QI/PS (e.g. hand hygiene, sepsis, electronic medical record, interprofessional communication, handoff communication, compassion cultivation and burnout).

Faculty development teaching in feedback, evaluation/ survey design, curriculum development, medical education research design.

Developing QI research projects to improve patient outcomes at Stanford Hospital and Clinics.

Publications

Journal Articles


  • Pending Studies at Hospital Discharge: A Pre-post Analysis of an Electronic Medical Record Tool to Improve Communication at Hospital Discharge. Journal of general internal medicine Kantor, M. A., Evans, K. H., Shieh, L. 2015; 30 (3): 312-318

    Abstract

    Achieving safe transitions of care at hospital discharge requires accurate and timely communication. Both the presence of and follow-up plan for diagnostic studies that are pending at hospital discharge are expected to be accurately conveyed during these transitions, but this remains a challenge.To determine the prevalence, characteristics, and communication of studies pending at hospital discharge before and after the implementation of an electronic medical record (EMR) tool that automatically generates a list of pending studies.Pre-post analysis.260 consecutive patients discharged from inpatient general medicine services from July to August 2013.Development of an EMR-based tool that automatically generates a list of studies pending at discharge.The main outcomes were prevalence and characteristics of pending studies and communication of studies pending at hospital discharge. We also surveyed internal medicine house staff on their attitudes about communication of pending studies.Pre-intervention, 70 % of patients had at least one pending study at discharge, but only 18 % of these were communicated in the discharge summary. Most studies were microbiology cultures (68 %), laboratory studies (16 %), or microbiology serologies (10 %). The majority of study results were ultimately normal (83 %), but 9 % were newly abnormal. Post-intervention, communication of studies pending increased to 43 % (p < 0.001).Most patients are discharged from the hospital with pending studies, but in usual practice, the presence of these studies has rarely been communicated to outpatient providers in the discharge summary. Communication significantly increased with the implementation of an EMR-based tool that automatically generated a list of pending studies from the EMR and allowed users to import this list into the discharge summary. This is the first study to our knowledge to introduce an automated EMR-based tool to communicate pending studies.

    View details for DOI 10.1007/s11606-014-3064-x

    View details for PubMedID 25416599

  • Septris: a novel, mobile, online, simulation game that improves sepsis recognition and management. Academic medicine Evans, K. H., Daines, W., Tsui, J., Strehlow, M., Maggio, P., Shieh, L. 2015; 90 (2): 180-184

    Abstract

    Annually affecting over 18 million people worldwide, sepsis is common, deadly, and costly. Despite significant effort by the Surviving Sepsis Campaign and other initiatives, sepsis remains underrecognized and undertreated.Research indicates that educating providers may improve sepsis diagnosis and treatment; thus, the Stanford School of Medicine has developed a mobile-accessible, case-based, online game entitled Septris (http://med.stanford.edu/septris/). Septris, launched online worldwide in December 2011, takes an innovative approach to teaching early sepsis identification and evidence-based management. The free gaming platform leverages the massive expansion over the past decade of smartphones and the popularity of noneducational gaming.The authors sought to assess the game's dissemination and its impact on learners' sepsis-related knowledge, skills, and attitudes. In 2012, the authors trained Stanford pregraduate (clerkship) and postgraduate (resident) medical learners (n = 156) in sepsis diagnosis and evidence-based practices via 20 minutes of self-directed game play with Septris. The authors administered pre- and posttests.By October 2014, Septris garnered over 61,000 visits worldwide. After playing Septris, both pre- and postgraduate groups improved their knowledge on written testing in recognizing and managing sepsis (P < .001). Retrospective self-reporting on their ability to identify and manage sepsis also improved (P < .001). Over 85% of learners reported that they would or would maybe recommend Septris.Future evaluation of Septris should assess its effectiveness among different providers, resource settings, and cultures; generate information about how different learners make clinical decisions; and evaluate the correlation of game scores with sepsis knowledge.This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License, where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially.

    View details for DOI 10.1097/ACM.0000000000000611

    View details for PubMedID 25517703

  • Development and Evaluation of an Electronic Medical Record–Based Best-Practice Discharge Checklist for Hospital Patients The Joint Commission Journal on Quality and Patient Safety Garg, T., Lee, J., Evans, K. H., Chen, J., Shieh, L. 2015
  • The Impact of a Faculty Development Program in Health Literacy and Ethnogeriatrics ACADEMIC MEDICINE Evans, K. H., Bereknyei, S., Yeo, G., Hikoyeda, N., Tzuang, M., Braddock, C. H. 2014; 89 (12): 1640-1644

    Abstract

    A faculty development curriculum aimed at increasing health literacy and awareness of patient care issues in ethnogeriatrics is essential to address serious deficiencies in faculty and health professionals' training and to prepare future health care professionals to care for older adults.Authors from the Stanford Geriatric Education Center developed and implemented a faculty development program in Health Literacy and Ethnogeriatrics (HLE). The goal was to enhance faculty and health professionals' knowledge, skills, and attitudes in HLE-related areas (e.g., health disparities, low health literacy, quality of care for ethnically diverse elders, patient/provider communication). The curriculum was implemented during an intensive weeklong program over a three-year period (2008-2010). The eight-module core curriculum was presented in a train-the-trainer format, supplemented by daily resource sessions.Thirty-four faculty participants from 11 disciplines, including medicine, came from 19 institutions in 12 states. The curriculum positively affected participants' knowledge, skills, and attitudes related to topics in HLE. Participants rated the curriculum's usefulness highly, and they reported that over 57% of the content was new. The HLE curriculum provided a mechanism to increase the self-assessed knowledge, skills, and attitudes of participants. It also fostered local curricular change: Over 91% of the participants have either disseminated the HLE curriculum through seminars conducted at their home sites or implemented HLE-related projects in their local communities, reaching diverse patient populations.Next steps include measuring the impact on the participants' teaching skills and at their home sites through their trainees and patients.

    View details for DOI 10.1097/ACM.0000000000000411

    View details for Web of Science ID 000345919500024

    View details for PubMedID 25006703

  • Smarter hospital communication: Secure smartphone text messaging improves provider satisfaction and perception of efficacy, workflow. Journal of hospital medicine Przybylo, J. A., Wang, A., Loftus, P., Evans, K. H., Chu, I., Shieh, L. 2014; 9 (9): 573-578

    Abstract

    Though current hospital paging systems are neither efficient (callbacks disrupt workflow), nor secure (pagers are not Health Insurance Portability and Accountability Act [HIPAA]-compliant), they are routinely used to communicate patient information. Smartphone-based text messaging is a potentially more convenient and efficient mobile alternative; however, commercial cellular networks are also not secure.To determine if augmenting one-way pagers with Medigram, a secure, HIPAA-compliant group messaging (HCGM) application for smartphones, could improve hospital team communication.Eight-week prospective, cluster-randomized, controlled trialStanford HospitalThree inpatient medicine teams used the HCGM application in addition to paging, while two inpatient medicine teams used paging only for intra-team communication.Baseline and post-study surveys were collected from 22 control and 41 HCGM team members.When compared with paging, HCGM was rated significantly (P < 0.05) more effective in: (1) allowing users to communicate thoughts clearly (P = 0.010) and efficiently (P = 0.009) and (2) integrating into workflow during rounds (P = 0.018) and patient discharge (P = 0.012). Overall satisfaction with HCGM was significantly higher (P = 0.003). 85% of HCGM team respondents said they would recommend using an HCGM system on the wards.Smartphone-based, HIPAA-compliant group messaging applications improve provider perception of in-hospital communication, while providing the information security that paging and commercial cellular networks do not. Journal of Hospital Medicine 2014;9:573-578. © 2014 The Authors Journal of Hospital Medicine published by Wiley Periodicals, Inc. on behalf of Society of Hospital Medicine.

    View details for DOI 10.1002/jhm.2228

    View details for PubMedID 25110991

  • Medical Students and the Electronic Health Record: "An Epic Use of Time" The American journal of medicine Chi, J., Kugler, J., Chu, I. M., Loftus, P. D., Evans, K. H., Oskotsky, T., Basaviah, P., Braddock, C. H. 2014

    View details for DOI 10.1016/j.amjmed.2014.05.027

    View details for PubMedID 24907594

  • Why providers transfuse blood products outside recommended guidelines in spite of integrated electronic best practice alerts. Journal of hospital medicine : an official publication of the Society of Hospital Medicine Chen, J. H., Fang, D. Z., Tim Goodnough, L., Evans, K. H., Lee Porter, M., Shieh, L. 2014

    Abstract

    Best practice alerts (BPAs) provide clinical decision support (CDS) at the point of care to reduce unnecessary blood product transfusions, yet substantial transfusions continue outside of recommended guidelines.To understand why providers order blood transfusions outside of recommended guidelines despite interruptive alerts.Retrospective review.Tertiary care hospital.Inpatient healthcare providers.Provider-BPA interaction data were collected from January 2011 to August 2012 from the hospital electronic medical record.Provider (free-text) responses to blood transfusion BPA prompts were independently reviewed and categorized by 2 licensed physicians, with agreement assessed by χ(2) analysis and kappa scoring.Rationale for overriding blood transfusion BPAs was highly diverse, acute bleeding being the most common (>34%), followed by protocolized behaviors on specialty services (up to 26%), to "symptomatic" anemia (11%-12%). Many providers transfused in anticipation of surgical or procedural intervention (10%-15%) or imminent hospital discharge (2%-5%). Resident physicians represented the majority (55%) of providers interacting with BPAs.Providers interacting with BPAs (primarily residents and midlevel providers) often do not have the negotiating power to change ordering behavior. Protocolized behaviors, unlikely to be influenced by BPAs, are among the most commonly cited reasons for transfusing outside of guidelines. Symptomatic anemia is a common, albeit subjective, indication cited for blood transfusion. With a wide swath of individually uncommon rationales for transfusion behavior, secondary use of electronic medical record databases and integrated CDS tools are important to efficiently analyze common practice behaviors. Journal of Hospital Medicine 2014. © 2014 The Authors Journal of Hospital Medicine published by Wiley Periodicals, Inc. on behalf of Society of Hospital Medicine.

    View details for DOI 10.1002/jhm.2236

    View details for PubMedID 25044190

  • Patient whiteboards to improve patient-centred care in the hospital. Postgraduate medical journal Tan, M., Hooper Evans, K., Braddock, C. H., Shieh, L. 2013; 89 (1056): 604-609

    Abstract

    Patient whiteboards facilitate communication between patients and hospital providers, but little is known about their impact on patient satisfaction and awareness. Our objectives were to: measure the impact in improving patients' understanding of and satisfaction with care; understand barriers for their use by physicians and how these could be overcome; and explore their impact on staff and patients' families.In 2012, we conducted a 3-week pilot of multidisciplinary whiteboard use with 104 inpatients on the general medicine service at Stanford University Medical Center. A brief, inperson survey was conducted with two groups: (1) 56 patients on two inpatient units with whiteboards and (2) 48 patients on two inpatient units without whiteboards. Questions included understanding of: physician name, goals of care, discharge date and satisfaction with care. We surveyed 25 internal medicine residents regarding challenges of whiteboard use, along with physical therapists, occupational therapists, case managers, consulting physicians and patients' family members (n=40).The use of whiteboards significantly increased the proportion of patients who knew: their physician (p≤=0.0001), goals for admission (p≤=0.0016), their estimated discharge date (p≤=0.049) and improved satisfaction with the hospital stay overall (p≤=0.0242). Physicians, ancillary staff and patient families all found the whiteboards to be helpful. In response, residents were also more likely to integrate whiteboard use into their daily work flow.Inpatient whiteboards help physicians and ancillary staff with communication, improve patients' awareness of their care team, admission plans and duration of admission, and significantly improve patient overall satisfaction.

    View details for DOI 10.1136/postgradmedj-2012-131296

    View details for PubMedID 23922397

  • Relationships of the Location and Content of Rounds to Specialty, Institution, Patient-Census, and Team Size PLOS ONE Priest, J. R., Bereknyei, S., Hooper, K., Braddock, C. H. 2010; 5 (6)

    Abstract

    Existing observational data describing rounds in teaching hospitals are 15 years old, predate duty-hour regulations, are limited to one institution, and do not include pediatrics. We sought to evaluate the effect of medical specialty, institution, patient-census, and team participants upon time at the bedside and education occurring on rounds.Between December of 2007 and October of 2008 we performed 51 observations at Lucile Packard Children's Hospital, Seattle Children's Hospital, Stanford University Hospital, and the University of Washington Medical Center of 35 attending physicians. We recorded minutes spent on rounds in three location and seven activity categories, members of the care team, and patient-census.Results presented are means. Pediatric rounds had more participants (8.2 vs. 4.1 physicians, p<.001; 11.9 vs. 2.4 non-physicians, p<.001) who spent more minutes in hallways (96.9 min vs. 35.2 min, p<.001), fewer minutes at the bedside (14.6 vs. 38.2 min, p = .01) than internal medicine rounds. Multivariate regression modeling revealed that minutes at the bedside per patient was negatively associated with pediatrics (-2.77 adjusted bedside minutes; 95% CI -4.61 to -0.93; p<.001) but positively associated with the number of non-physician participants (0.12 adjusted bedside minutes per non physician participant; 95% CI 0.07 to 0.17; p = <.001). Education minutes on rounds was positively associated with the presence of an attending physician (2.70 adjusted education minutes; 95% CI 1.27 to 4.12; p<.001) and with one institution (1.39 adjusted education minutes; 95% CI 0.26 to 2.53; p = .02).Pediatricians spent less time at the bedside on rounds than internal medicine physicians due to reasons other than patient-census or the number of participants in rounds. Compared to historical data, internal medicine rounds were spent more at the bedside engaged in patient care and communication, and less upon educational activities.

    View details for DOI 10.1371/journal.pone.0011246

    View details for Web of Science ID 000279058300029

    View details for PubMedID 20574534

Presentations


  • Teaching cultural competence and reducing health disparities across the trainee continuum: A multi-institutional perspective

    Workshop; Hooper K, Braddock B, Basaviah P, Stuart E, Vega C, Shashank J.

    Time Period

    April 2011

    Presented To

    Western Graduate Education Association conference

    Location

    Stanford, CA

  • In an Era of Increasing Handoffs: Optimizing the Patient Sign-out Process among Housestaff

    Workshop; Ahuja N, Hooper K, Ramsey M, Behravesh B.

    Time Period

    April 2011

    Presented To

    Association of Program Directors in Internal Medicine

    Location

    Las Vegas, NV

  • Patient Sign-Out: Optimizing the Process Between Physicians

    Ahuja N, Hooper K, Ramsey M.

    Time Period

    2010 - 2013

    Presented To

    Resident Noon Conference/orientation training, Stanford Internal Residency Program

    Location

    Stanford, CA

  • Promoting Student Reflection: Innovative Venues and Lessons Learned

    Workshop; Schillinger E, Basaviah P, Osterberg L, Hooper K, Hill-Sakurai L, Fabbro K, Tai J.

    Time Period

    April 2010

    Presented To

    Western Graduate Education Association conference

    Location

    Pacific Grove, CA

  • The Culture of Medicine: Working in Teams to Change Organizations

    Workshop; Bereknyei S, Hooper K, Medrano M, Braddock C.

    Time Period

    November 2007

    Presented To

    Association of American Medical Colleges conference

    Location

    Washington, D.C.

  • Using Empowerment Evaluation to Facilitate Organizational Transformation: A Stanford University Medical Center Case Example

    Expert panelist

    Time Period

    November 2007

    Presented To

    American Evaluation Association conference

    Location

    Baltimore, MD

  • Empowerment Evaluation in the Stanford University School of Medicine

    Expert panelist

    Time Period

    November 2006

    Presented To

    American Evaluation Association conference

    Location

    Portland, OR

  • Stanford Faculty Development train-the-trainer Program in Ethnogeriatrics and Health Literacy

    Oral presentation; Hooper K, Bereknyei S.

    Time Period

    March 2009

    Presented To

    Society for Applied Anthropology conference

    Location

    Santa Fe, NM

  • Effectiveness of a Faculty Development Curriculum in Cultural Competence

    Research in Medical Education (RIME) oral presentation; Bereknyei S, Hooper K, Medrano M, Braddock C.

    Time Period

    November 2007

    Presented To

    Association of American Medical Colleges conference

    Location

    Washington, D.C.

  • Ethnography and Ecuadorian Perceptions of Mental Health

    Oral presentation

    Time Period

    September 2003

    Presented To

    Eco-Conference

    Location

    Asheville, NC

  • Mental Health Definitions & Preliminary Hypotheses

    Oral presentation

    Time Period

    August 2003

    Presented To

    Facultad Latinoamericana de Ciencias Sociales (FLASCO)

    Location

    Quito, Ecuador

  • An Assessment of the Stanford Student Experience of a New Learning Community

    Poster presentation; Hooper K, Osterberg L, Hayes J, Deitz J, Basaviah P.

    Time Period

    November 2010

    Presented To

    Association of American Medical Colleges conference

    Location

    Washington, D.C.

  • Clinical Students’ Exploration of Critical Incidents Using Faculty Guided Reflection

    Poster presentation; Osterberg L, Schillinger E, Basaviah P, Fabbro K, Hooper K.

    Time Period

    November 2010

    Presented To

    Association of American Medical Colleges conference

    Location

    Washington, D.C.

  • Impact of a Quality Improvement Curriculum for Pre-Clerkship Students

    Poster presentation; Hooper K, Pederson J, Smith S, Perez F, Bhat S, Leva N, Helgerson P, Leo T, Basaviah P.

    Time Period

    November 2010

    Presented To

    Association of American Medical Colleges conference

    Location

    Washington, D.C.

  • Outcomes of the Stanford Geriatric Education Center Intensive Faculty Development Program in Health Literacy and Ethnogeriatrics

    Poster; Bereknyei S, Hooper K, Yeo G, Hikoyeda N, Grudzen M, Braddock C.

    Time Period

    November 2010

    Presented To

    Seventh National Conference on Quality Health Care for Culturally Diverse Populations

    Location

    Baltimore, MD

  • From Day One: Promoting Clinical Skills Self-Reflection for 1st Year Medical Students through a Comprehensive Evaluation and Mentoring Program

    Poster presentation; Hooper K, Bryant, M, Schillinger E, Basaviah P, Braddock C.

    Time Period

    April 2010

    Presented To

    Western Graduate Education Association conference

    Location

    Pacific Grove, CA

  • Measuring the Organizational and Educational Impact of a Quality Improvement (QI) Rotation for Stanford Medicine Residents

    Poster presentation; Hooper K, Gibbons P, Braddock C.

    Time Period

    December 2009

    Presented To

    Institute for Healthcare Improvement conference

    Location

    Orlando, FL

  • Understanding the student role: The benefit of a pre-clerkship observational experience

    Poster presentation; Basaviah P, Hooper K, Milender J.

    Time Period

    November 2009

    Presented To

    Association of American Medical Colleges conference

    Location

    Washington, D.C

  • Priming the Pump: The Value of a Baseline Interview to Motivate a Clinical Skills Curriculum

    Poster presentation; Schillinger E, Hooper K, Bryant M, Basaviah P.

    Time Period

    November 2009

    Presented To

    Association of American Medical Colleges conference

    Location

    Washington, D.C.

  • Hospital Core Measures: The Stanford Medicine Resident Experience

    Poster presentation; Brenner D, Shieh L, Gibbons P, Hooper K, Carr S, Bashaw K, Braddock C.

    Time Period

    April 2009

    Presented To

    American College of Physicians conference

    Location

    Philadelphia, PA

  • Faculty development program to promote excellence in teaching professionalism in contemporary practice

    Poster presentation; Hooper K, Stratos G, Skeff K.

    Time Period

    April 2007

    Presented To

    Society for General Internal Medicine conference

    Location

    Toronto, Canada

  • Peer evaluation in the Stanford University School of Medicine

    Poster presentation

    Time Period

    October 2006

    Presented To

    Association of American Medical Colleges conference

    Location

    Seattle, WA

  • Educating the Next Generation of Leaders in Medicine

    Poster presentation; Goldstein, M. Eisenhut, R. Prober, C. Palmer, B. Hooper, K. Maggio, L.

    Time Period

    April 2011

    Presented To

    Western Graduate Education Association conference

    Location

    Stanford, CA

  • Spheres of Influence: Faculty Benefits and Costs Beyond the Learning Community

    Poster presentation; Erika Schillinger, MD, Kambria Hooper, Bahij Austin, Jackie Tai-Edmonds, MD, Paula Hillard, MD, Peter Rudd, MD, Lars Osterberg, MD

    Time Period

    April 2012

    Presented To

    Western Graduate Education Association conference

    Location

    Pacific Grove, CA

  • Interdisciplinary Health Care Faculty Development in Health Literacy and Ethnogeriatrics

    Poster presentaiton; Gwen Yeo

    Time Period

    November 2012

    Presented To

    Gerontological Society on Aging

    Location

    San Diego, CA

  • Impact of Structured Communication Tools for Interprofessional Teamwork on Pre-Clerkship Medical Students

    Poster presentation; Dana Romalis, MD; Kambria Hooper, M.Ed.; Tomiko Oskotsky, MD; Preetha Basaviah, MD; Clarence Braddock III, MD, MPH, FACP

    Time Period

    November 2012

    Presented To

    Association of American Medical Colleges conference

    Location

    San Francisco, CA

  • Impact of a Quality Improvement Curriculum on Pre-Clerkship Medical Students

    Poster presentation; Kambria Hooper, M.Ed.; Lisa Shieh, MD; Neera Ahuja, MD; Meghan Ramsey, MD; Preetha Basaviah, MD

    Time Period

    November 2012

    Presented To

    Association of American Medical Colleges conference

    Location

    San Francisco, CA

  • Learning Communities as a Venue for Vertical Mentoring: Clinical Students’ Exploration of Critical Incidents Using Faculty-Guided Reflection

    Poster presentation; Danica Lomeli, Bahij Austin, Erika Schillinger, Paula Hillard, Preetha Basaviah Kambria Hooper, Lars Osterberg

    Time Period

    November 2012

    Presented To

    Harvary Macy at AAMC

    Location

    San Francisco, CA

  • Septris: Effect of Gameplay on Attitudes toward and Knowledge of How to Identify and Manage Sepsis

    Poster presentation; Janet Leung, MD; Kambria M Hooper, M.Ed; Jamie Tsui BS; Clarence H Braddock III, MD, MPH; Lisa Shieh, MD, PhD
    1st place in QI poster competition at ACP

    Time Period

    November 2012 - November 2012

    Presented To

    American College of Physicians conference

    Location

    Chicago, IL

  • Behaviors and Attitudes of Medical Student Electronic Health Record Use

    Poster presentation; Jeff Chi, Kambria Hooper, John Kugler, Clarence Braddock

    Time Period

    April 2013

    Presented To

    Western Graduate Education Association conference

    Location

    Irvine, CA

  • Development of a safe discharge checklist for hospital patients using the electronic health records system

    Poster presentation; Trit Garg, Kambria Hooper, Jonathan Chen, Jon Lee, Lisa Shieh

    Time Period

    November 2013

    Presented To

    American College of Physicians conference

    Location

    Orlando, FL

  • Studies that are Pending at Hospital Discharge: An EMR Tool to Improve Communication

    Poster presentation; Molly Kantor, Kambria Hooper Evans, Lisa Shieh
    2nd place in QI poster competition at ACP

    Time Period

    October 2013 - November 2013

    Presented To

    American College of Physicians conference; SGIM conference

    Location

    Orlando, FL; Denver, CO

  • Creating epic session templates

    Workshop

    Time Period

    September 2013

    Presented To

    POM faculty development workshop, Stanford School of Medicine

    Location

    Stanford, CA

  • Reflections on the Implications of a Pre-Clerkship Capstone Curriculum

    Poster presentation; Kambria Hooper Evans, M.Ed.; Laura Mendoza, MS; Tomiko Oskotsky, MD; Preetha Basaviah, MD

    Time Period

    November 2013

    Presented To

    Association of American Medical Colleges conference

    Location

    Philadelphia, PA

  • Reflections on the Impact of an Interprofessional Curriculum on Medical Student Attitudes

    Poster presentation; Kambria Hooper Evans, M.Ed.; Madika Bryant, MA; Preetha Basaviah, MD

    Time Period

    November 2013

    Presented To

    Association of American Medical Colleges conference

    Location

    Philadelphia, PA

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