About Our Research

The Center for Educational Innovation and Scholarship (CEIS) promotes educational research resources for physicians in medicine. The goal is to enhance research activities and scholarship in medical education to advance the mission of the Mass General.

We offer small grants up to $10,000, direct, for research studies or pilot projects that investigate innovative, cutting edge approaches to education at undergraduate, graduate or continuing medical education levels. We will then add indirect costs after the $10,000. Applications should clearly identify outcome measures and metrics evaluating them and should describe the relevance of the project and how the grant money will help bring the project to completion and publication over the next 6-12 months. The award is open to faculty and research fellows in the Mass General Department of Medicine or faculty from other departments who have a collaborator in the Department of Medicine actively engaged in the project.

We also offer small travel grants up to $1,500 for reimbursement of registration and travel expenses for presentation of a CEIS-supported medical education research project at a conference

Apply for a research grant

Apply for a travel grant

Current Grant Projects

'NeuroCog': a novel teaching App for the physical examination.

Stephanie Rutledge, MD, Josh Ziperstein, MD, Alberto Puig, MD, PhD

Aims to demonstrate proof-of-concept that a novel educational app would be a valuable teaching tool and would improve how the physical examination is taught.

Understanding the impact of pairing medical students on teams during clinical rotations: A mixed methods analysis.
Eli Miloslavsky , MD and Krishan Sharma 

Aims to assess whether pairing students on the same medical team is associated with clerkship grades; and to investigate 4th year medical students' preferences and attitudes regarding being paired on a clinical team with another student

Understanding "Avatar Patients" to assess pediatrician ability to handle ambiguous medical situations: A feasibility study.
Ariel Frey-Vogel, Shannon Scott-Vernaglia, Kate Sparger, Leah Mallory, and Kevin Ching  

Challenges and Strategies: A Qualitative Study Exploring the Path to Becoming a Successful Medical Education Researcher
Jake Johnson, MD, Daniel Saddawi-Konefka, MD, Dorothy Sippo, MD, Amy Sullivan, Ed.D.

Development, implementation, and impact of a novel Procedural Objective Structure Teaching Encounter (PrOSTE) curriculum
Jake Johnson, MD, Vimal Jhaveri, MD, Paul Currier, MD

Reaching their personal best: professional development coaching for residents
Kerri Palamara, MD, Jacqueline Chu, MD, Karen Donelan, ScD
Aims to show that the Mass General Professional Development Coaching Program is generalizable, sustainable, and leads to improvement in burnout, well-being, and workplace engagement for residents.

Randomized Controlled Trial of Standardized Patient vs. Resident-Facilitated Code Status Discussion Training
Paul Currier, MD, Julia Roberts, MD
Aims to test the hypotheses: 1) Dedicated teaching improves residents’ ability to hold an effective code status discussion 2) Junior and senior internal medicine resident volunteers are non-inferior to standardized patients in the role of the simulated patient.

Self-debriefing leads to similar improvements as facilitated debriefing when used in medical simulation
Nicholas Thibodeau-Jarry, MD, Paul Currier, MD
Self-debriefing using a new self-debriefing tool was as efficient as resident-led debriefing in improving the performance of interns in a simulated environment, but the interns had a more positive view of the resident-led debriefing.

Increasing connection between physicians to enhance joy in practice and prevent burnout: A study of faculty well-being groups
Susan Hata, MD, Arabella Simpkin, MD MMSc
How to effectively manage burnout is an important unanswered question. To tackle the goals of reducing burnout, increasing engagement, inclusion and belonging among physicians, we propose a program that creates small communities of fellows in the Department of Medicine, who will gather to reflect on the meaningful and challenging aspects of their work, and to support one another.

Understanding the role of attending oversight on patient related outcomes and resident educational experience
Kathleen Finn, MD, Christiana Iyasere, MD, Joshua Metlay, MD PhD, Yuchiao Chang, PhD

SPIKES on the Bigelow: Introducing a model for peer to peer feedback
Meridale Baggett, MD, Vic Chiappa, MD, Emmett Kistler, MD


Our Publications


  1. Simpkin A, Vyas J, Armstrong A. Diagnostic reasoning: An endangered competency in internal medicine training. Annals of Internal Medicine 2017; 167(7) doi:10.7326/M17-0163
  2. Simpkin A, McKeown A, Parekh R, Kumar S, Tudor-Williams G. A novel integrated clinical apprenticeship: transforming medical students into student doctors. Education for Primary Care 2017;28(5):288-290
  3. Simpkin A, Walesby K. Training tomorrow’s doctors. Future Hospital Journal 2017;4(1):1-5.
  4. Simpkin A, Dinardo P, Pine L, Gaufberg E. Reconciling Technology and Humanistic Care: Lessons from the Next Generation of Physicians. Medical Teacher 2017;39(4):430-435
  5. O’Brien S, Simpkin A, Spector N. Promoting Resilience in Academic Medicine: Fertile Ground for Future Work. The Journal of Pediatrics 2017;182:6-7
  6. Through the Veil of Language: Addressing the Hidden Curriculum to Promote Quality, Safety and Humanism in the Care of Patients with Limited English Proficiency. Kenison TC, Madu A, Krupat E, Ticona L, Vargas IM, Green AR. Acad Med 2017;92(1):92-100

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  1. Simpkin A, Schwartzstein R. Tolerating Uncertainty – The Next Medical Revolution? NEJM 2016; 375(18):1713-1715
  2. Fraser, T., Sargsyan, Z., Baggett, T., Baggett, M.V. Quantitative Study of the Characteristics of Effective Internal Medicine Noon Conference Presentations. JGME 2016;8(2):185-90.
  3. Iyasere, C.A., Baggett, M.V., Romano, J., Jena, A., Hunt, D.P. Beyond Continuing Medical Education: clinical coaching as a tool for ongoing professional development. Academic Medicine 2016, in press.
  4. Simmons LH; Leavitt L; Ray A; Fosburgh B; Sepucha K. Shared Decision Making in Common Chronic Conditions: Impact of a Resident Training Workshop. Teaching and Learning in Medicine 2016;28(2):202-9
  5. Miloslavsky EM, Boyer D, Winn AS, Stafford DE, McSparron JI. Fellows as Teachers: Raising the Educational Bar. Annals of the American Thoracic Society 2016;13(4):465-8
  6. Remus K, Honigberg M, Tummalapali L, Cohen L, Fazio S, Weinstein A. A Chronic Disease Management Student–Faculty Collaborative Practice: Educating Students on Innovation in Health Care Delivery. Academic Medicine. 2016. Vol. 30: Iss. 10, Article 9.
  7. Miloslavsky EM, Criscione-Schrieber LG, Jonas BL, O’Rourke KS, McSparron JI, Bolster MB. The Fellow as Clinical Teacher Curriculum: Improving Rheumatology Fellows’ Teaching Skills During Inpatient Consultation. Arthritis Care & Research 2016;66(6):877-81
  8. Elmore SN, Kopecky KE, Jennings K, DeMoya M, Beresin G, Wright DE. Supporting medical students’ pursuit of longitudinal patient experiences: piloting an innovative visit notification tool at the Massachusetts General Hospital. Academic Medicine 2016;91(1):70-4
  9. Ray A, Jones D, Palamara K, Overland M, Steinberg K. Improving Ambulatory Training in Internal Medicine: X + Y (or Why Not?). Journal of General Internal Medicine. 2016; 31:1519.

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