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

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

Development and Validation of a novel tool to evaluate internal medicine subspecialty consult services
Eli Miloslavsky, 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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  1. El-Jawahri A, Mitchell S, Paasche-Orlow M, Temel J, Jackson V, Rutledge R, Parikh M, Davis A, Gillick M, Barry M, Shin J, Lopez L, Cooper Z, Abbo E, Walker-Corkery E, Chang Y, O’Donnell W, Bazari H, Finn K, Kennedy W, Coley C, Mann E, Volandes A. A Randomized Controlled Trial of a CPR Video Decision Support Tool in the Inpatient Setting. J Gen Intern Med 2015 Aug;30(8):1071-80. doi: 10.1007/s11606-015-3200-2.
  2. Paras M.L., Shenoy E.S., Hsu H.E., Walensky R.P., Hooper, D.C. Housestaff knowledge related to urinary catheter utilization and catheter-associated urinary tract infections (CAUTIs). Infect Control Hospital Epidemiol 2015; 36(11): 1355-7.
  3. Miloslavsky EM, Sargsyan Z, Heath JK, Kohn R, Alba GA, Gordon JA, Currier PF. A Simulation-based Resident as Teacher Program: The Impact on Teachers and Learners. Journal of Hospital Medicine 2015; 10: 767-72.
  4. Miloslavsky EM, McSparron JI, Richards JB, Puig A, Sullivan AM. Teaching During Consultation: Factors Affecting the Resident-Fellow Teaching Interaction. Medical Education 2015; 49: 717-30.
  5. Miloslavsky EM*, McSparron JI*, Degnan KO, Huang GC, Pillinger MH, Puig, A, Bolster MB. The Fellow As Clinical Teacher Curriculum: Enhancing Teaching in the Setting of Consultation. Journal of Graduate Medical Education 2015; 7: 281-282. * Co-first authors
  6. Brown Cr, Jr, Criscione-Schreiber L, O’Rourke KS, Fuchs HA, Putterman C, Tan IJ, Valeriano-Marcet J, Hsieh E, Zirkle S, Bolster MB. What is a Rheumatologist and How Do We Make One? Arthr Care Res, 2015 (Epub ahead of print).
  7. Lohr K, Clauser A, Hess B, Gelber A, Valeriano J, Lipner R, Haist S, Hawley J, Zirkle S, Bolster MB. Relationship between the performance on the rheumatology in training and certification examinations. Arthr and Rheum, 2015; 67: 3082-3090.
  8. Criscione-Schreiber LG, Sloane RJ, Hawley J, Jonas BL, O’Rourke KS, Bolster MB. Expert panel consensus on assessment checklist for a rheumatology objective structured clinical examination. Arthr Care Res 2015; 67: 898-904.
  9. Blumenthal DM (co-first author), Fraser TN (co-first author), Bernard K, and Iyasere C. Assessment of Leadership Training Needs of Internal Medicine Residents at a Large Academic Medical Center. Baylor University Medical Center Proceedings. 2015:28(3):317-20. PMID: 26130876. PMCID: PMC4462209.
  10. Heath J, Kohn R, Sargsyan Z, Alba G, Miloslavsky EM, Barbash I, Fraser T, Genuardi M, Hayden E, Mathai S, Steinhaus D, Currier P. Simulation Curriculum in Internal Medicine: Decision-Making Training for Interns Focusing on Acute Clinical Scenarios in Critical Care. MedEdPORTAL Publications; 2015
  11. Palamara K, Kauffman C, Bazari H, Stone V, Donelan K. Promoting success: A professional development coaching program for interns in medicine. Journal of Graduate Medical Education. 2015; 7(4);630-7.

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  1. Wakeman, S.E., Pham-Kanter, G., Baggett, M.V., Campbell, E.G. Medicine resident preparedness to diagnose and treat substance use disorders; Impact of an enhanced curriculum. Substance Abuse, DOI:10.1080/08897077.2014.962722 (Epub ahead of print September 25 2014)
  2. Blumenthal DM, Bernard K, Fraser TN, Bohnen J, Zeidman J, and Stone VE. Implementing A Pilot Leadership Course for Internal Medicine Residents: Design Considerations, Participant Impressions, and Lessons Learned. BMC Medical Education. 2014;14:257. PMID: 25433680.
  3. Shoeb, M, Khanna R, Fang M, Sharpe B,Finn K, Ranji, S and Monash B. Internal Medicine Rounding Practices and the ACGME Core Competencies. J Hosp Med 2014; 9(4):239-243.
  4. Mathai SK, Miloslavsky EM, Contreras-Valdes FM, Milosh-Zinkus T, Hayden EM, Gordon JA, Currier PF. How We Implemented a Resident-led Medical Simulation Curriculum in a Large Internal Medicine Residency Program. Medical Teacher. 2014; 36: 279-83.
  5. Berman R, Elman S, Srivastava P, Knudsen J, Huppert L, Dempsey K, Barnett M, Powe C, Donelan K. Patient Experience of Care in a Student-Faculty Collaborative Practice. Patient Experience Journal. 2014. Vol. 1(2), Article 6.
  6. Blumenthal KG, Shenoy ES, Hurwitz S, Varughese CA, Hooper DC, Banerji A. Effect of a drug allergy educational program and antibiotic prescribing guideline on inpatient clinical providers' antibiotic prescribing knowledge. J Allergy Clin Immunol Pract. 2014; 2(4):407-413. [PMID:25017528; PMCID: 4309264]
  7. Casillas A, Paroz S, Green AR, Wolff H, Weber O, Faucherre F, Ninane F, Bodenmann P. Cultural competency of health-care providers in a Swiss University Hospital: Self-assessed cross-cultural skillfulness in a cross-sectional study. BMC Medical Education. 2014; 14(19).
  8. Goldhamer M, Baker K, Rigg A, Weinstein D. Development and Implementation of Multi-source Assessment Tools for ACGME Residents and Fellows. Association of American Medical Colleges (AAMC) MedEdPORTAL; 2014.
  9. Breu A, Allen-Dicker J, Mueller S, Palamara K, Hinami K, Herzig S. Hospitalist and primary care physician perspectives on medication management of chronic conditions for hospitalized patients. Journal of Hospital Medicine. 2014; 9(5):303-9.
  10. Palamara K, Ray A. Resident-as-Teacher Workshop. MedEdPORTAL; 2014. Available from: www.mededportal.org/publication/9673

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  1. Criscione-Schreiber LG, Bolster MB, Jonas BL, O’Rourke KS. Competency based goals, objectives, and linked evaluations for rheumatology training programs: a standardized template of learning activities from the Carolinas Fellows Collaborative (CFC). Arthritis Care and Research 2013; 65: 846-853.
  2. Wakeman, S.E., Baggett, M.V., Pham-Kanter, G., Campbell, E.G. Internal medicine residents’ training in substance use disorders; a survey of the quality of instruction and resident self-perceived preparedness to diagnose and treat addiction. Substance Abuse 2013; 34(3):363-70.
  3. Alba GA, Kelmenson DA, Noble VE, Murray AF, Currier PF. Faculty staff-guided versus self-guided ultrasound training for internal medicine residents. Med Educ 2013 Nov;47(11):1099-1108. doi:10.111/medu.12259.
  4. Gunn AJ, Alabre C, Bennett S, Kautzky M, Margalit T, Palamara K, et al. Structured feedback from referring physicians: a novel approach to quality improvement in radiology reporting. American Journal of Roentgenology. 2013; 201(4):853-7.


  1. Berman R, Powe C, Carnevale J, Chao A, Knudsen J, Nguyen A, Edgman-Levitan S. The crimson care collaborative: a student-faculty initiative to increase medical students' early exposure to primary care careers and clinic operations. Acad Med. 2012 May;87(5):651-5.
  2. Blumenthal DM, Bernard K, Bohnen J, and Bohmer R. Addressing the Leadership Gap in Medicine: Residents’ Need for Systematic Leadership Development Training. Academic Medicine. 2012; 87(4):513-522.
  3. Miloslavsky EM, Hayden EM, Currier PF, Mathai SK, Contreras-Valdes F, Gordon JA. Pilot Program Utilizing Medical Simulation in Clinical Decision Making Training for Internal Medicine Interns. Journal of Graduate Medical Education 2012; 4: 490-495.

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  1. Teal CR, Gill AC, Green AR, Crandall SJ. Educational Strategies for Helping Medical Learners Recognize and Manage Unconscious Bias. Med Educ. 2011; 46(1):80-88.
  2. Rodriguez F, Cohen A, Betancourt JR, Green AR. Evaluation of Medical Student Self-Rated Preparedness to Care for Limited English Proficiency Patients. BMC Med Educ. 2011;11(1):26.
  3. Finn K, Heffner R, Chang Y, Bazari H, Hunt D, Pickell K, Berube R, Raju S, Farrell E, Iyasere C, Thompson R, O’Malley T, O’Donnell W and Karson A. Improving the Discharge Process by Embedding a Discharge Facilitator in a Resident Team. J Hosp Med 2011; 6(9):494-500.
  4. Finn K, Chiappa V, Puig A, and Hunt DP. How to become a better clinical teacher: a collaborative peer observation process. Med Teach 2011; 33(2):151-155.
  5. Certain LK, Guarino AJ, Greenwald JL. Effective multilevel teaching techniques on attending rounds: a pilot survey and systematic review of the literature. Medical Teacher 2011;33 (12):e644-50.

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