Explore CEIS Research

About Our Research

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

Current Grant Projects

  • Optimizing Medical "Teaming:" on Resident Based Teams

    • Principal Investigator: Christiana Iyasere, MD, MBA

    • Team: Kathleen Finn, MD, M.Phil; Joshua Metlay, MD, PhD; J. Naomi Martel, RN

  • '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
  • Development and validation of a novel tool to evaluate internal medicine subspecialty consult services
    • Eli Miloslavsky, MD
  • 'Everyday Resilience': Practical tools to promote resilience among medical students
    • Cynthia Cooper, MD, Galina Gheihman
  • Impact of remote scribes on internal medicine residents' experience
    • Kathleen Finn, MD, Nilay Patel, MD, Shipa Sharma, MD, Arielle Medford, MD
  • A randomized control trial to assess resident wellbeing after a team based versus individual spaced education intervention
    • Molly Paras, MD, Dana Larsen, MD, Daniel Restrepo, MD, Tanya Keenan, MD
  • Utilization of home visits to improve post-discharge care of high-risk patients with resident PCPs
    • Alaka Ray, MD, Anna Rubin, MD
  • Effect of gender on attending physician's feedback to internal medicine residents: A quantitative and qualitative analysis
    • Kerri Palamara-McGrath, MD, Nneka Ufere, MD, Ana Sofia Warner, MD



  • Simpkin A, Khan A, West D, Garcia B, Sectish T, Spector N, Landrigan C. Stress from uncertainty and resilience among depressed and burned out residents: A cross-sectional study. American Pediatrics 2018; (6):698-704 doi:10.1016/j.acap2018.03.002
  • Finn K, Metlay J, Chang Y, Nagarur A, Yang S, Landrigan C, Iyasere C. Effect of increased inpatient attending physician supervision on medical errors, patient safety, and resident education: A randomized clinical trial. JAMA Internal Medicine 2018; 178(7):952-959 doi:10.1001/jamainternmed.2018.1244
  • Adams T, Bonsall J, Puig A, Richards J, Yu L, McSparron J, Shah N, Weissler J, Miloslavsky E. Hospitalist perspective of interactions with medicine subspecialty consult services. Journal of Hospital Medicine 2018; 13(5):318-323 doi:10.12788/jhm2882
  • Palamara K, Kauffman C, Chang Y, Barreto E, Yu L, Bazari H, Donelan K. Professional development coaching for residents: Results of a 3-year positive coaching intervention. Journal of General Internal Medicine 2018; doi:10.1007/s11606-018-4589-1.


  • 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
  • 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
  • Simpkin A, Walesby K. Training tomorrow’s doctors. Future Hospital Journal 2017;4(1):1-5.
  • 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
  • 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
  • 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


  • Simpkin A, Schwartzstein R. Tolerating Uncertainty – The Next Medical Revolution? NEJM 2016; 375(18):1713-1715
  • 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.
  • 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.
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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.