Bio

Clinical Focus


  • Internal Medicine
  • ClickWell Care

Academic Appointments


Honors & Awards


  • Best Generalist Faculty Teacher of the Year 2011-2012, Southern Illinois University School of Medicine, Internal Medicine Residency Program (07/08/2012)
  • Joseph E. Johnson Leadership Grant Award for ACP Leadership Day 2012, American College of Physicians (07/05/2012)
  • Tufts Health Care Institute Quality and Patient Safety Change Agent Awards, Honorable Mention, Tufts Health Care Institute (05/02/2012)
  • Jay F. Blunck Memorial Award (Resident Physician), Northwestern University, Internal Medicine Residency Program (06/2011)
  • Resident Excellence in Teaching Awards, Northwestern University, Internal Medicine Residency Program (07/2008, 12/2009, 07/2010)
  • VA Professionalism Award (Resident Physician), Northwestern University, Internal Medicine Residency Program (07/2010)
  • Delta Omega Honorary Society Poster Recognition, Delta Omega Honorary Society in Public Health (10/27/2008)

Boards, Advisory Committees, Professional Organizations


  • Clinician Panelist, Patient-Centered Outcomes Research Institute's Advisory Panel on Improving Healthcare Systems (2013 - Present)
  • Member, Society of General Internal Medicine (2012 - Present)
  • Member, American Medical Informatics Association (2012 - Present)
  • Fellow, American College of Physicians (2010 - Present)

Professional Education


  • Postdoctoral Scholar, Department of Veterans Affairs - VA Palo Alto Health Care System, Medical Informatics (2014)
  • Residency:McGaw Medical Center of Northwestern University (2011) IL
  • Medical Education:Northwestern Univ - McGaw Medical Center (2008) IL
  • Board Certification: Internal Medicine, American Board of Internal Medicine (2011)
  • Master of Public Health, Northwestern University Graduate School, Public Health (2008)
  • Bachelor of Science, Northwestern University McCormick School of Engineering, Biomedical Engineering (2004)

Publications

All Publications


  • Automating Identification of Multiple Chronic Conditions in Clinical Practice Guideline Recommendations Leung, T. I., Jalal, H., Zulman, D., Dumontier, M., Owens, D. K., Musen, M. A., Goldstein, M. K. 2015
  • Chapters on “Sepsis;" “Depression;” “Transitions of Care: Patients with Pending Issues;" “Transitions of Care: Transitions of Care: Patients with Multiple Medication Changes" Resident Readiness Internal Medicine (1st ed). New York, NY: McGraw-Hill Companies, Inc. Hingle, S. T., Klamen, D. L. 2013
  • Literacy and Retention of Information After a Multimedia Diabetes Education Program and Teach-Back JOURNAL OF HEALTH COMMUNICATION Kandula, N. R., Malli, T., Zei, C. P., Larsen, E., Baker, D. W. 2011; 16: 89-102

    Abstract

    Few studies have examined the effectiveness of teaching strategies to improve patients' recall and retention of information. As a next step in implementing a literacy-appropriate, multimedia diabetes education program (MDEP), the present study reports the results of two experiments designed to answer (a) how much knowledge is retained 2 weeks after viewing the MDEP, (b) does knowledge retention differ across literacy levels, and (c) does adding a teach-back protocol after the MDEP improve knowledge retention at 2-weeks' follow-up? In Experiment 1, adult primary care patients (n = 113) watched the MDEP and answered knowledge-based questions about diabetes before and after viewing the MDEP. Two weeks later, participants completed the knowledge assessment a third time. Methods and procedures for Experiment 2 (n = 58) were exactly the same, except that if participants answered a question incorrectly after watching the MDEP, they received teach-back, wherein the information was reviewed and the question was asked again, up to two times. Two weeks later, Experiment 2 participants completed the knowledge assessment again. Literacy was measured using the S-TOFHLA. After 2 weeks, all participants, regardless of their literacy levels, forgot approximately half the new information they had learned from the MDEP. In regression models, adding a teach-back protocol did not improve knowledge retention among participants and literacy was not associated with knowledge retention at 2 weeks. Health education interventions must incorporate strategies that can improve retention of health information and actively engage patients in long-term learning.

    View details for DOI 10.1080/10810730.2011.604382

    View details for Web of Science ID 000299952500010

    View details for PubMedID 21951245

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