Longitudinal Clinical Preceptors (LCP)

Longitudinal Clinical skills program
 

Link to Old Clinical Skills Program - LCP Website 

Overview of JABSOM Clinical Skills Program

Longitudinal Clinical Preceptors (LCPs) provide first and second year medical students with some of their first encounters with real patients who complain of real problems.  This role is critical and quite formative.  Students are paired with an LCP for a 2-year commitment : beginning in September of year 1 and completing in March of year 2.  Students will spend 7 days in clinical practice with first years and 5 days during year 2. 

Students should practice obtaining histories and performing physical exams on patients with LCP guidance.  As the relationships develop, preceptors can weave in clinical reasoning, patient education, oral and written presentations and patient management.  JABSOM teaches a Problem-Based Learning (PBL) curriculum with foundational sciences, clinical skills and community health supplementing this process. 

The pre-clerkship years begin with PBL tutorials in 1) health and illness, followed by 2) cardiovascular and pulmonary problems, 3) renal and hematologic problems, 4) gastrointestinal and endocrine problems, then 6) locomotor, neurological and behavioral problems and finishing with the specific issues in 7) the complete life cycle.  Students also receive formal instruction in clinical skills during their organ-specific blocks or units.  Students also participate in simulation scenarios and standardized patient experiences each unit.  We hope the LCP sessions partly incorporate what the students are learning at the same time. Faculty are expected to have teaching appointment in their departments and adhere to all JABSOM policies regarding student treatment and professionalism. 

 

LCPs must complete short evaluations on their students regularly. LCPs will also receive summative evaluations from their students periodically. We hope the engagement with students will serve as a win-win experience. Such educational synergy can serve as a reminder of how important we all are to society and to each other.
 
Please be sure to review the following policies:
  • Clinical Supervision Policy
  • Non-Participation in Health Care of Students
  • Medical Student Mistreatment Guidelines & Procedures
LCP Orientation Video & Handbook
To access this orientation video, please visit JABSOM's new learning management platform for all faculty on Moodle.
  1. Visit moodle.jabsom.hawaii.edu and sign on using your UH LoginIf you do not have a UH Login, please contact your department administrator.
  2. Upon signing on to Moodle and completing the enrollment form, select the Home tab in the top left corner of your browser.
  3. Browse the page and select the course from the Available Courses menu. Upon self-enrolling in the course, the course will appear under the My Courses tab.

A Brief History

The LCP program began in 2020-2021 and was initially called the Longitudinal Clinical Mentors program. JABSOM moved from a organ system-based teaching faculty structure, which was termed Clinical Skills Preceptors, to a longitudinal and holistic model of instruction with a priority placed on the student-preceptor relationship which is instrumental in physician identity formation. Faculty from the general disciplines and primary care (Pediatrics, Family Medicine, Internal Medicine) are sought to provide students a broader foundation of clinical skills. Some specialists also serve as preceptors in our program.

Where We Are Today

We embark on our fifth year in academic year 2024-2025. We love to have preceptors take one first year and one second year student each academic year. We also welcome preceptors who choose to take one student per year. The commitment to the student is for both the first and continued second year of medical school.

All LCPs hold a faculty appointment at JABSOM.

We have approximately 114 preceptors for 156 students. 37% of our LCPs work with both a first year and a second year during the academic year.

  • 39% of LCPs are in General Internal Medicine (GIM)
  • 19% are from Internal Medicine specialities and Neurology
  • 18% are Family Medicine faculty
  • 16% are Pediatrics faculty (8% general, 8% specialty)
  • 4% are Geriatricians
  • 2 LCPs represent the Department of Surgery
  • 2 LCPs represent the Department of OB-GYN

Leadership

Dr. Dennis Bolger is the Director of Clinical Skills. He moved into this position in April 2022 after previously serving in various teaching and administrative positions in Graduate Medical Education (GME) for Internal Medicine, University of Hwai'i Internal Medicine Residency Program and The Queens Medical Center. He brings his GME experience to Undergraduate Medical Education (UME).

Meet the Team

Clinical Skills collaborates with the Office of Medical Education (OME), especially the Center for Clinical Skills (SPEs) and SimTiki Simulation Center.

  • Risa Tanaka, Clinical Skills Coordinator
  • Damon Lee, MD, Director of the Center for Clinical Skills
  • Richard Kasuya, MD, Professor of Medicine
  • John Melish, MD, Professor of Medicine
  • Taryn Park, MD, Assistant Professor of Psychiatry
  • Jill Omori, MD, Director, Office of Medical Education
  • Teresa Schiff-Elfalan, MD, Director of HOME Clinic.

I. Lifelong Learning
Graduates will be lifelong learners.
Following PBL tutorial, patient care interactions, or in anticipation of future learning needs, students will be life-long, self-directed learners by:
A) Identifying gaps in knowledge and utilizing learning activities to refine their knowledge base.
B) Addressing learning needs by acquiring, integrating, and evaluating their ability to utilize credible resources.
C) Demonstrating commitment to obtaining new knowledge associated with improving patient/population outcomes.
D) Demonstrating commitment to improving personal performance and acknowledging limits in knowledge.

II. Foundational Knowledge and Discovery
Graduates will understand the foundational knowledge and discovery supporting clinical medicine.

Students will apply foundational knowledge and discovery to the practice of medicine by:
A) Describing the normal structure and function of each organ system and their interaction within the human body as a whole.
B) Explaining the various biological (molecular, cellular, and biochemical) mechanisms and non-biological (social, behavioral, psychological, and environmental) determinants that maintain the body’s homeostasis and maintenance of good health.
C) Explaining the various biological (molecular, cellular, and biochemical) and non-biological (social, behavioral, psychological, and environmental) causes of illness and the way in which they impact the body and mind (pathogenesis).
D) Describing the altered structure and function (pathology and pathophysiology) of the body and its organ systems
and tissues that are seen in various diseases and disorders.
E) Explaining the mechanisms by which various treatment modalities impact the pathogenesis and natural history of
diseases and disorders.
F) Discussing the principles of biomedical research methods, common biostatistical tools, scientific rationale, and
evidence-based medicine in determining the cause of disease and the efficacy of conventional, complementary and/
or alternative therapies, to evaluate the validity and application of research results.

III. Care of Patients
Graduates will provide patient-centered care that is compassionate, appropriate and effective for the
treatment of health problems and promotion of health in the ambulatory and hospital setting.
When seeing a patient presenting with a concern or illness in the ambulatory or hospital setting, students will be able to
care for that patient by:
A) Approaching each patient with an awareness of and sensitivity to the impact the patient’s age, gender, culture,
spiritual beliefs, socioeconomic background, lifestyle, social support, sexuality, and healthcare beliefs may have on
the diagnosis and treatment of their illness.
B) Understanding the components of the informed consent process and being capable of obtaining informed consent
for tests, procedures, and/or other interventions while respecting patient confidentiality and autonomy, and
preserving patient dignity.
C) Applying clinical reasoning and critical thinking to develop functional problem lists and differential diagnoses during
a patient encounter.
D) Performing a complete or complaint-focused history and physical exam following an appropriate exam sequence as
indicated by the context of the encounter and utilizing correct technique in a manner that reflects a clear
understanding of the manifestations of common illnesses.
E) Selecting and interpreting appropriate diagnostic tests with careful consideration of the test characteristics, risks,
potential complications, discomfort to patients, cost, and patients’ overall therapeutic goals.
F) Performing routine procedural skills under appropriate supervision that are considered essential for a particular area
of medical practice.
G) Developing and implementing an appropriate treatment plan, including the practice of order and prescription entry,
that takes into account efficacy, adverse effects, socioeconomic, safety, and compliance issues in the context of the
patient’s values and overall goals for treatment.
H) Recognizing and initiating therapy for acute life-threatening conditions.
I) Understanding the complex decision making that is intertwined with palliative and end-of-life care for patients.
J) Incorporating principles of inter professional, high quality, team-based patient care.
K) Learning to apply the principles of quality improvement and systems-based practice to the care of patients.

IV. Communication and Interpersonal Skills
Graduates will be able to communicate effectively with patients, families and other providers in the
interdisciplinary healthcare team.
When in a classroom, clinical, or other healthcare setting, students will communicate effectively with others by:
A) Communicating and effectively educating patients, families, members of the interprofessional team across a broad
range of backgrounds and identities, demonstrating collaboration, sensitivity, cultural modesty, and respect for
individual perspectives.
B) Demonstrating emotional awareness needed to develop and manage interpersonal interactions. This may include
how one’s own biases, identities, and lived experiences may influence one’s perspectives, interactions and clinical
decisions.
C) Effectively conveying clinical information and reasoning, with appropriate assertiveness, in all types of formal and
informal oral and written presentations.
D) Effectively documenting clinical care in medical records.
E) Delivering and receiving feedback effectively from peers, faculty, administration, staff and patients.

V. Population and Community Health
Graduates will understand, advocate, and apply principles and strategies of population and
community health that will result in equitable care of diverse patients and communities.
When in a classroom, clinical, or community setting, students will provide equitable care of diverse patients and
communities by:
A) Demonstrating an understanding of Native Hawaiian and other Indigenous peoples’ views of health and illness, the
impact of social and cultural determinants on their health status, and applying effective strategies for providing
culturally safe, appropriate, and competent care to improve their overall health and wellbeing.
B) Demonstrating meaningful participation in collaborative community health activities that optimize the health and
quality of life of all persons who live and/or work in a defined community or communities.
C) Evaluating the influence of social determinants of health, including economic, psychological, behavioral,
environmental, political, and cultural factors, as well as the effects of racism, that contribute to the maintenance of
health and the care of patients, their families, and communities.
D) Demonstrating knowledge of the physician’s role in global health issues such as climate change, emerging infections
and pandemics, bioterrorism, war, and environmental disasters.
E) Utilizing data from medical records, insurance claims, or other datasets to identify important public health or
population health management strategies (including telehealth) that support the health of communities.
F) Applying the epidemiology of common illnesses within diverse populations to integrate systematic approaches in
reducing the incidence and prevalence of such illnesses.
G) Caring for all patients, regardless of ability to pay, and advocating for equitable access to health care for
underserved and vulnerable populations.
H) Integrating important legal considerations in the practice of medicine by understanding the relationship between
public health practice and national and state laws.
I) Effectively tailoring healthcare strategies to constantly changing conditions faced by populations and their
communities.

VI. Professionalism
Graduates will be professional and ethical and demonstrate an enthusiasm for medicine while
delivering compassionate care to their patients.
When practicing medicine or representing JABSOM both inside and outside the classroom or clinical setting, students
will exhibit the highest standards of professional and ethical behavior by:
A) Applying the theories and principles that govern ethical decision-making including those related to the major
dilemmas in medicine.
B) Adhering to JABSOM policies regarding academic integrity, completing school and professional requirements in a
timely manner, cheating, plagiarism, fabrication, and falsification and to JABSOM and UHM policies regarding
student conduct.
C) Showing respect, honesty, altruism, accountability, honor, excellence, integrity, and humility.
D) Presenting a professional attire and demeanor.
E) Respecting patient confidentiality and preserving patient dignity.
F) Recognizing potential conflicts of interest inherent in various financial and organizational arrangements in the
practice of medicine.
G) Dealing with professional mistakes openly and honestly in ways that promote patient and clinical team trust and self-
learning.
H) Acknowledging personal limitations, ability to reflect and self-assess, and the need for lifelong learning.
I) Contributing to a safe and positive environment by active participation in JABSOM learning opportunities,
willingness to teach and support others, and demonstrating respect for diversity.
J) Incorporating principles of interdisciplinary collaboration, especially in the areas of communication and patient
safety.
K) Developing professional identity formation to embody the JABSOM Professionalism Philosophy.

VII. Wellness and Resiliency
Graduates will have the skills and strategies to maintain wellness and resiliency.
Students will maintain their wellness and resiliency by:
A) Describing strategies to maintain personal physical and mental health while fostering positive connections with
others.
B) Stating healthy habits to manage stress and exam anxiety.
C) Stating strategies to maintain personal safety and the safety of others in both academic and clinical environments.
D) Debriefing critical clinical incidents, such as unexpected outcomes and mistakes, with colleagues to reflect on
lessons learned.
E) Identifying resources available for treating physical and mental illness, including substance use disorder, and other
forms of physician impairment.
F) Stating the key elements of the student mistreatment policy, including the definition of mistreatment and how to
report it.
G) Recognizing and reflecting upon the importance of wellness and its impact on one’s personal and professional life.

The Basic Physical Exam Sequence (BPES) is a screening physical exam that all students are introduced to at the beginning of medical school in MD 1 unit.  By the end of year 1, students will successfully perform the exam on a standardized patient with faculty observation and summative feedback.  This screening head to toe exam covers the important elements of the physical exam, with emphasis on an efficient sequence of examination that minimizes patient repositioning and redundancy.  This is by no means a comprehensive examination of every organ system and body area.  Extended organ-specific exams and maneuvers are taught and practiced in the respective units: MD2 cardiopulmonary, MD3: hematology and renal, MD4: endocrine and gastrointestinal, MD6: musculoskeletal, neurological and behavioral and MD7: the life cycle with attention to the reproductive/genitourinary system, pediatric components and selective elements of geriatric medicine.  We updated the BPES in June 2023 and ensured that it's consistent with the National Directors of Clinical Skills Education Organization's (DOCS) history, communication and physical exam assessment checklists updated July 2022.

Click Here to Access Basic Physical Examination Sequence Evaluation - Revised 2023

The pre-clerkship years are divided into eight instructional units, six of which are organized around problem-based learning (PBL) tutorials. 

Click Here to View the MD Curriculum Overview

MD 1 - Health and Wellness 

MD 2- Cardiovascular and Pulmonary Health Problems

  • BPES of cardiopulmonary
  • Inspect, palpate and describe jugular veins, arterial pulses including palpation of abdominal aortic pulsations
  • Measure JVP, pulsus paradoxus
  • Determine respiratory excursion by palpation
  • Measure diaphragmatic excursion by percussion
  • Understand how to assess tactile fremitus, egophony, respiratory distress, heart murmurs, adventitious cardiopulmonary sounds

MD 3 - Renal and Hematologic Health Problems

MD 4 - Endocrine and Gastrointestinal Health Problems

MD 5 Summer session and Selective experiences

MD 6- Locomotor, Neurological and Behavioral Health Problems

MD 7- The Life Cycle

The pre-clerkship years are divided into eight instructional units, six of which are organized around problem-based learning (PBL) tutorials.

Click Here to View the MD Curriculum Overview

General Texts & Handbooks

  • Bickley’, Lynn. “Bates’ Guide to Physical Examination and History Taking, 13e. Wolters Kluwer; 2021.

This is JABSOM's required textbook for clinical skills.  It is comprehensive.  Anyone with a hawaii.edu email can access this text from the JABSOM Health Sciences Library

This is another comprehensive textbook on the physical examination, with a special emphasis on history and (some) basic pathophysiology interjected. This book is particularly useful when you have that “tough” learning issue about the rationale for specific physical examination maneuvers. We don’t suggest you rush out to purchase this one, but you might want to familiarize yourself with it.

This is a terrific book about the medical interviewing process and communication skills. Well-organized, with easy to read format. Worth checking out.

This is a “classic”. More of a reference book than a beginner’s learning aid. Fairly extensive explanation of abnormal physical findings.

This is useful and practical for clerkship preparation.

Excellent and concise book with very good photos.

Problem-Based Learning at JABSOM

https://moodle.jabsom.hawaii.edu/course/view.php?id=2

General Medicine Websites

Note- many of these websites will require an @hawaii.edu login.

Stanford 25 - This is one of the most popular clinical skills resources available.

JoVE - This site has a nice collection of short clinical skills videos and is comprehensive, including some POCUS. 

Loyola University – Chicago, clinical skills website - This site has some photos and offers a fairly extensive menu of physical examination steps.

Martinsdale's Virutal Medical Center - This site has links to various online videos, including pediatric physical exxam, etc.

University of Washington School of Medicine website - This site has nice video and audio clips.

UCSD Practice Guide to Clinical Medicine

Introduction:

Consider analyzing each historical question and physical exam component as a diagnostic test with sensitivity, specificity, predictive values and receiver-operator-characteristics.  Laboratory, imaging and diagnostic tests also have characteristic utilities such as likelihood ratios which can be found in the literature.

https://drive.google.com/file/d/1mdGDeCsg4SbUeYjgzyjEF8vUfCiZKEVL/view

https://drive.google.com/file/d/1mDr-0EOUgxTGrG0AGwomLuuRx6vmWUaf/view

Some tips and quotes (also found merged in the Teaching Tips and Illuminating Quotes page)

MD 1 Health and Illness

MD 2 Cardiopulmonary

ADVANCED CARDIAC (not covered directly in PBL cases)

Tips for assessment of heart murmurs:

ADVANCED PULMONARY

MS 3 Renal and Hematology 

 

MD 4 Endocrine and Gastrointestinal

MD 6 Locomotor, Neurological and Behavioral

MD 7 Life Cycle

References:

MD 1 Health and Disease- Diagnostic Tests

MD 2 Cardiopulmonary Diagnostic Tests

Chest X-ray sensitivity: 75% (95% CI 54%-88%); specificity: 75% (95% CI 42%-92%) The majority of studies (86%) were performed in adults (78%), emergency departments (92%) and in European countries.  The comparator was CT scan of chest.

Gentilotti E, De Nardo P, Cremonini E et. al.  Diagnostic accuracy of point-of-care tests in acute community-acquired lower respiratory tract infections. A systematic review and meta-analysis. Clin Microbiol Infect. 2022 Jan;28(1):13-22. doi: 10.1016/j.cmi.2021.09.025. 

MD 3 Heme and Renal Diagnostic Tests

eGFRcr is the initial equation recommended for estimation of GFRa; its accuracy may be affected by muscle mass, diet, frailty, advanced heart failure or liver failure, and medications: trimethoprim, dronedarone, and tyrosine kinase inhibitors.

 eGFRcys may underestimate actual GFR in people who smoke cigarettes, with obesity, with hypothyroidism, or who take systemic corticosteroids. In these individuals, eGFRcr-cys typically provides the most accurate estimate of GFR.

Shlipak MG, Inker LA, Coresh J. Serum Cystatin C for Estimation of GFR. JAMA. 2022;328(9):883–884. doi:10.1001/jama.2022.12407

A urinary magnesium test (24 h collection assesses polyuria also) differentiates between renal and non-renal causes of magnesium wasting.  Hypomagnesemia secondary to glycosuria-induced polyuria improves with glycemic control.

Tucker BM, Pirkle JL, Raghavan R. Urinary Magnesium in the Evaluation of Hypomagnesemia. JAMA. 2020;324(22):2320–2321. doi:10.1001/jama.2020.18400

MD 4 Endocrine and Gastrointestinal Diagnostic Tests

Multistep CDI test algorithms consist of a sensitive stool screening test, such as a nucleic acid amplification test (NAAT) [96%] or glutamate dehydrogenase (GDH) antigen testing, and a specific test, enzyme immunoassay (EIA) [99%] for C difficile toxin A and B.  Multistep CDI testing may help distinguish CDI from colonization, potentially avoiding unnecessary antibiotics.  Patients with a positive NAAT or GDH antigen test and a negative toxin EIA result may have symptomatic CDI or may be asymptomatic carriers of C difficile.  Pre-test probability and clinical context should determine care.

Nicholson MR, Donskey CJ. Multistep Testing Algorithms for Clostridioides difficile Infection. JAMA. 2023;330(10):966–967. doi:10.1001/jama.2023.15875

Vibration-Controlled Transient Elastography for Diagnosing Cirrhosis & Staging Hepatic Fibrosis

Vibration-controlled transient elastography (VCTE) accurately confirms the presence or absence of cirrhosis in many etiologies of chronic liver disease.  Liver stiffness measurement (LSM) should be interpreted within the clinical context for each patient, and results should be corroborated with other noninvasive tests or liver biopsy if questions persist regarding LSM accuracy.  Clinicians must be aware of the limitations of VCTE in order to use and interpret results correctly.

Wilder J, Choi SS, Moylan CA. Vibration-Controlled Transient Elastography for Diagnosing Cirrhosis and Staging Hepatic Fibrosis. JAMA. 2018;320(19):2031–2032. doi:10.1001/jama.2018.13073 

Any patient with known risk factors for HCV or born between 1945 and 1965 should be screened for HCV.  Enzyme immunoassays for anti-HCV are used to screen for HCV infection and are very sensitive and specific.  A patient with a positive anti-HCV should have an HCV RNA tested to determine whether there is ongoing infection. 

Konerman MA, Lok AS. Diagnostic Challenges of Hepatitis C. JAMA : the journal of the American Medical Association. 2014;311(24):2536-2537. doi:10.1001/jama.2014.306 

MD 6 Musculoskeletal, Neurological and Behavioral Diagnostic Tests

The sensitivity of plain x-rays in detecting hip fracture is 90–98%, based on multiple studies. 

Heikal S, Riou P, Jones L. The use of computed tomography in identifying radiologically occult hip fractures in the elderly. Ann R Coll Surg Engl. 2014 Apr;96(3):234-7. doi:10.1308/003588414X13824511650533

MD 7: LIFE CYCLE: Genitourinary, Reproductive, Pediatric and Geriatric Diagnostics

Serum hCG testing should be considered in all patients with possible pregnancy given significant variability in hCG levels and their degradation products in urine.  Urine hCG can be falsely-negative during weeks 1-4 and 6-8 of gestation. Sensitivity is 90-97% for pregnancy.

Latifi N, Kriegel G, Herskovits AZ. Point-of-Care Urine Pregnancy Tests. JAMA. 2019;322(23):2336–2337. doi:10.1001/jama.2019.15833

Podcasts

Containsts transcripts and associated Youtube videos.
Emily Silverman and collaborators (University of Exeter) explores how shame manifests in medical culture.  Shame experiences in healthcare workers contribute to burnout, depression, suicidality, impaired empathy, disengagement from learning, social isolation, diminished physical wellness, unprofessional behavior, and altered professional identity formation — all challenges that continue to vex the medical community and lead to poor health outcomes.

Websites

Review methods of effective learning such as spaced learning, retrieval practice, elaboration, interleaving, dual coding and concrete examples

Focus is on clinical rotations, rotation prep for various specialty rotations, skills with interactive cases, review of seminal articles and work/job preparation.  Some content requires paid subscription.

Focuses on diagnostic skills development for both learners and instructors.  Highlights skill development and competencies (EKG,CXR,US, ECHO interpretations and clinical cases to assess reasoning.

Clinical Reasoning exercises from JGIM web series.  Offers concrete examples and practice with problem rep, illness scripts, dual processing and dx schema.

Apps

  • JiTT Infographics (Just in Time Teaching).
Excellent 1-2 page colorful, graphical representations of teaching techniques, clinical topics, clinical skills, QI & DEI organized into 24 categories by subject area i.e professionalism, SDOH, reflection. Developed by Alice Fornani of Northwell Health/Hofsta.  Easy reference/app for smartphones and ipads. Must download from : Google play store or Apple App.  (search JITT infographics, FREE)
  • Journal Club
  • MD Calc
  • NCCN Guidelines
  • IDSA Guidelines
  • ACP Clinical Guidelines

 

EBM=EBP

  • Best available evidence
  • Clinical expertise
  • Patient values and preferences
  • Clinical CONTEXT

Evidence-based medicine, coined in 1992 by Gordon Guyatt of McMaster University, has also be called 'enlightened skepticism.'  Listen to these inspirational stories of EBM: the past, present and future: An oral history. https://files.jamanetwork.com/sdebm/

Granular components of EBM:

Combined with:

Beware of clinical inertia and evidence-based exit block where clinical practice has failed to become fully aligned with strong evidence supporting a change in diagnosis or therapy.  

-Goldberger LA and Goldberger ZD.  Becoming a Consummate Clinician: What Every Student, House Officer, and Hospital Practitioner Needs to Know. Wiley-Blackwell: 2012.

Oslerian Quotes - Sir William Osler: 1849-1919

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Mahatma Gandhi Quotes 1869-1948

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Francis Weld Peabody Weld 1881-1927

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Confucius Quotes (551-479 BCE)

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We sincerely thank all of our preceptors who are largely volunteer, unpaid faculty members who practice the tenets of medical education and our oath to teach future generations!

MAHALO to all of our dedicated Longitudinal Clinical Preceptors (LCP)s!

Physicians in bold precept 2 students per year. 

Angelica Agapito        Masahisa Amano        Vernon Azuma

Bryan Brown        Michiko Bruno         Lisa Camara

Jonathan Carlson        Daniel Chan        Deborah Chang

Li-Hsieh Chen        Selena Chen        Nathan Chin

Baron Ching        Galen Chock        Rachel Coel

Roui DeCastro        Serena Del Mundo        Jennifer Di Rocco

Maegan Doi        Nate Enriquez        Kristin Fernandez

Edward Fong        Larissa Fujii-Lau         Jami Fukui

Alexandra Galati          Ali Goo        Nour Hamade

Sara Harris        Mi'i Hawkins        Deborah Hirose-Ridao

Marina Hitosugi-Levesque        Martin Ho        Nataliya Holmes

Ryan Honda        Daniel Hong         Travis Hong

Aaron Hoo       Jill Inouye       Marcus Iwane

Ankur Jain       Shilpa Jain        Flo Kan

Janet Kao        Jennifer Katada        Kelly Kawaoka

Jennifer King         Yusuke Kobayashi          Elizabeth Koehler

Jeremy Kort          Sreenandh Krishnagopalan          David Kurahara

Scott Kuwada         Jannet Lee-Jayaram         David Lee

Jordan Lee         Nicholas Leo         Nikki Leong

Kuo-Chiang Lian        William Loui         Christina Marzo

Traci Masaki Tesoro         Brent Matsuda        Joan Meister

Marian Melish        Magdy Mettias         Matthew Mitschele

Barry Mizuo        Anjul Moon        Nani Morgan

Mitchell Motooka        David Naai        Gail Nakaichi

Jennifer Nakamatsu         Stuart Nakamoto        Kelly Nakamura

Jeffrey Okamoto        Fernando Ona        Mel Ona

Jessica Ono        Gabriela Ortiz-Omphroy         Lauren Oshima

Brennen Owan        Gypsy Paar         Abby Pandula

Suha Patel        Marie Pescador         Elizabeth Quinn

Darlene Ramones        Malia Rasa        Young Soo Rho

Kahealani Rivera        Ray Romero         Megan Sakamoto-Chun

Scott Serrano        Robin Seto         James Sim

David Singh        Randall Suzuka        Alain Takane

Brandon Takase        Cody Takenaka         Bryce Tanaka

Dawn Taniguchi        Jinichi Tokeshi         Michael Tom

Catherine Tsang         Travis Watai          Nash Witten

Calvin Wong          Lydia Wong          Marie Yamamoto-Ya

James Yess

(last updated 06/2024)

Faculty Resources by MD Unit

Resources for MD 2: Cardiovascular and Pulmonary Health Problems

Resources for MD 3: Renal and Hematologic Health Problems

Resources for MD4: GI & Endocrine Health Problems

https://stanfordmedicine25.stanford.edu/the25/thyroid.html

https://stanfordmedicine25.stanford.edu/the25/tendon.html

https://www.youtube.com/watch?v=ZzP_gijk6TA

https://www.youtube.com/watch?v=zgM90zmYvM0

https://www.youtube.com/watch?v=V75Bc35Qr7I

https://stanfordmedicine25.stanford.edu/the25/liver.html

https://www.youtube.com/watch?v=DBif1jjAfKk

https://www.youtube.com/watch?v=839KX_-B1O0

https://stanfordmedicine25.stanford.edu/the25/avp.html

https://www.youtube.com/watch?v=2T0XUQ1M-x0

https://www.youtube.com/watch?v=Fp8txG-DBDM

https://stanfordmedicine25.stanford.edu/the25/spleen.html

Resources for MD6: Locomotor, Neurological and Behavioral Health Problems

https://stanfordmedicine25.stanford.edu/the25/HipRegionExam.html

https://www-nejm-org.eres.library.manoa.hawaii.edu/doi/full/10.1056/NEJMvcm2000815 

https://stanfordmedicine25.stanford.edu/the25/hand.html

https://www-nejm-org.eres.library.manoa.hawaii.edu/doi/full/10.1056/NEJMvcm1407111

https://stanfordmedicine25.stanford.edu/the25/carpaltunnel.html

https://stanfordmedicine25.stanford.edu/the25/knee.html

https://www-nejm-org.eres.library.manoa.hawaii.edu/doi/full/10.1056/NEJMvcm0803821 

https://www-nejm-org.eres.library.manoa.hawaii.edu/doi/full/10.1056/NEJMvcm051914 

https://stanfordmedicine25.stanford.edu/the25/BackExam.html

https://stanfordmedicine25.stanford.edu/the25/shoulder.html

https://www-nejm-org.eres.library.manoa.hawaii.edu/doi/full/10.1056/NEJMvcm1212941 

https://stanfordmedicine25.stanford.edu/the25/tarsaltunnel.html

https://stanfordmedicine25.stanford.edu/the25/pupillary.html

https://stanfordmedicine25.stanford.edu/the25/fundoscopic.html

https://www-nejm-org.eres.library.manoa.hawaii.edu/doi/full/10.1056/NEJMvcm1308125 

https://stanfordmedicine25.stanford.edu/the25/gait.html

https://stanfordmedicine25.stanford.edu/the25/ics.html

https://stanfordmedicine25.stanford.edu/the25/involuntary-movements-and-tremors.html

https://stanfordmedicine25.stanford.edu/the25/parkinsondisease.html

Resources for MD 7: The Life Cycle

https://mchatscreen.com/

https://www.cdc.gov/std/treatment/sexualhistory.pdf

https://www.cdc.gov/ncbddd/actearly/milestones/index.html

http://pediatrics.aappublications.org/content/138/1/e20161420

https://www.aap.org/en-us/about-the-aap/aap-press-room/campaigns/suicide-prevention/Pages/default.aspx

-Wolpaw, TW,  Wolpaw, TR, and Papp, KK. SNAPPS: A Learner-centered Model for Outpatient Education.  Academic Medicine, vol.78, Sept 2003.

-Picchinoni M. Primer to the Internal Medicine Clerkship. Second edition. AAIM publications: 2008.

-Guerrasio J.  Remediation of the Struggling Medical Learner. Second edition.  Association for Hospital Medical Education: 2018.

-Academic Alliance in Internal Medicine - Subinternship curriculum 2018

https://drive.google.com/drive/folders/1QE9k9JXfCm_8zFAGkEzZI1xoLRI05ECL

https://www.aamc.org/media/20196/download?attachment

https://www-nejm-org.eres.library.manoa.hawaii.edu/doi/full/10.1056/NEJMvcm1510280   

https://www-nejm-org.eres.library.manoa.hawaii.edu/doi/full/10.1056/NEJMvcm061320