Emilie is a lecturer at the Stanford In this role, she teaches courses at the intersection of design and healthcare. In addition to teaching Design for Health: Helping Patients Navigate the System, Emilie has taught pop-out classes on topics including VR in healthcare, communication in the OR, and Emergency Department navigation.

Emilie works with Stanford Health Care driving strategy consulting projects in domains such as urgent care, patient navigation within a complex AMC, and CRM strategy.

Outside of Stanford, Emilie has spearheaded consulting projects for a range of healthcare entities, from large academic institutions and community hospitals to medtech startups, nonprofits, and national physician organizations. Emilie speaks internationally on design, healthcare, and medical education.

Academic Appointments

  • Lecturer, Hasso Plattner Institute of Design

Professional Education

  • MBA, Northwestern's Kellogg School of Management (2012)

2019-20 Courses

All Publications

  • Applying Design Thinking Principles to Curricular Development in Medical Education. AEM education and training Gottlieb, M., Wagner, E., Wagner, A., Chan, T. 2017; 1 (1): 21–26


    Medical education is an ever-evolving field, resulting in numerous changes and modifications to curricular structure, learner assessment, feedback, and remediation. To best meet the needs of the individual learners, it is important to design curricula that meet their real needs. Design thinking (DT) first gained popularity in the 1960s and, since then, has been applied to problem solving within business, primary education, and medicine. The process involves five stages: discovery, interpretation, ideation, experimentation, and evolution, which are targeted toward empathizing with end-users to uncover and design for unmet needs. In this paper, we describe the five-stage DT approach with specific application to medical education and discuss future directions within the medical education field.

    View details for PubMedID 30051004