School of Medicine
Showing 1-10 of 22 Results
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Dong-han Yao, MD
Affiliate, Department Funds
Fellow in Peds/Clinical InformaticsBioDong-han Yao, M.D., is a fellow in the Stanford University Clinical Informatics Fellowship Program. Dr. Yao holds a B.A. in Molecular & Cell Biology and Immunology from University of California, Berkeley, and an M.D. from Mount Sinai School of Medicine. He completed his Emergency Medicine Residency training at UCLA, where he was involved in multiple informatics-related initiatives and competitions.
Dr. Yao's clinical interests include critical care, cardiac emergencies, and leveraging technology to streamline workflow and improve patient outcomes in the emergency room. His past work informatics work includes creation of a novel patient discharge mechanism for a quaternary care academic hospital, development and implementation of new interdisciplinary clinical pathways for the emergency department, and using mobile devices to improve the efficiency and accessibility of medical documentation during the height of the COVID pandemic. His informatics interests include clinical throughput and operations optimization, EHR usability and experience, telemedicine, and healthcare integration of emerging machine learning and artificial intelligence applications to augment the provider/patient experience. -
Jason Yeatman
Associate Professor of Pediatrics (Developmental-Behavioral Pediatrics), of Education and of Psychology
BioDr. Jason Yeatman is an Associate Professor in the Graduate School of Education and Department of Psychology at Stanford University and the Division of Developmental and Behavioral Pediatrics at Stanford University School of Medicine. Dr. Yeatman completed his PhD in Psychology at Stanford where he studied the neurobiology of literacy and developed new brain imaging methods for studying the relationship between brain plasticity and learning. After finishing his PhD, he took a faculty position at the University of Washington’s Institute for Learning and Brain Sciences before returning to Stanford.
As the director of the Brain Development and Education Lab, the overarching goal of his research is to understand the mechanisms that underlie the process of learning to read, how these mechanisms differ in children with dyslexia, and to design literacy intervention programs that are effective across the wide spectrum of learning differences. His lab employs a collection of structural and functional neuroimaging measurements to study how a child’s experience with reading instruction shapes the development of brain circuits that are specialized for this unique cognitive function.
