Dr. Weinlander is a Clinical Professor in the Department of Medicine, Division of Primary Care and Population Health. She is a seasoned family medicine physician with a passion for high quality primary care, medical education, primary care research and health care professional wellness.

She completed her medical training in Canada, medical school at Queens university and residency at McGill. She has long standing academic interests in patient and clinician wellness, women’s health and medical education. For the last 15 years she has been the Director for the Continuity of Care clerkship, recently transition to a new role as Director of Faculty Wellness for Primary Care and Population Health. She is co-founder and director of Stanford-CSI (Clinical Summer Internship) for premed undergrad and upper level high school students. She runs the annual McGann Women and Health Lecture Series which is open to medical students and undergrads for credit and to the general public.

Dr. Weinlander practices the full spectrum of primary care, from pediatrics to geriatrics. She also leads collaborative mind-body medicine skills visits for patients grappling with chronic disease and stressful lives, or who just want to explore the healing properties of these practices. She is LGBTQQI friendly. Speaks French and a tiny bit of German.

Clinical Focus

  • Family Medicine
  • Mind Body Medicine

Academic Appointments

Administrative Appointments

  • Lecturer, Preceptor, SPE examiner, Family and Community Medicine 301A (1995 - Present)
  • Clerkship Director, Continuity of Care Clerkship 310A (2004 - 2017)
  • Clerkship Director/Co- Facilitator, Mind Body Medicine 219A (2006 - Present)
  • Clerkship Director, Medical Scientist Training Program-Continuity 311 (2011 - 2017)
  • Co-Founder and Director, Stanford CSI -Clinical Summer Internship (2015 - Present)
  • Director of Faculty Wellness, Division of Primary Care and Population Health, Stanford University School of Medicine (2017 - Present)

Honors & Awards

  • Ivan Smith Scholarship, Kingston Regional Cancer Clinic (1985)
  • Queen's University Medical School-Div. of Neuropathology, Medical Research Council of Canada Grant (1984)
  • Best Doctor-Family and Community Medicine, Best Doctors in America (2002-present)
  • Excellence in Teaching Award, Stanford Family and Community Medicine (2002)
  • Top Doctor: Family Medicine, Top Doctors in America (2007-present)
  • Excellence in Clinical Teaching, Stanford University (2008)
  • Kaiser Award for Excellence in Teaching, Stanford University Medical School (2011)

Boards, Advisory Committees, Professional Organizations

  • Committee member, Stanford Wellness Committee (2014 - Present)
  • Faculty, Center for Mind Body Medicine (2014 - Present)

Professional Education

  • Residency: McGill University Graduate Medical Education (1990) Canada
  • Internship: McGill University Graduate Medical Education (1988) Canada
  • Medical Education: Queen's University (1987) Canada
  • Residency: Queen's University (1989) Canada
  • MD, Queens University Medical School, Medicine (1987)
  • BA-Biology, Queen's University, Biology (1983)

Community and International Work

  • Sonoma Resiliency Collaborative Project, Sonoma

    Partnering Organization(s)


    Populations Served

    Community leaders and healthcare professionals



    Ongoing Project


    Opportunities for Student Involvement


Current Research and Scholarly Interests

Women's Health
Mind Body Medicine
Chronic Disease Management


  • Mind Body Medicine Collaborative Patient Visits, Stanford University

    Recurrent 8 week collaborative visit sessions exploring Mind-Body Medicine research and techniques


    Hoover Pavilion, Stanford, CA

2023-24 Courses

All Publications

  • Organization-Wide Approaches to Foster Effective Unit-Level Efforts to Improve Clinician Well-Being. Mayo Clinic proceedings Shanafelt, T. D., Larson, D., Bohman, B., Roberts, R., Trockel, M., Weinlander, E., Springer, J., Wang, H., Stolz, S., Murphy, D. 2023; 98 (1): 163-180


    Health care delivery organizations are positioned to have a tremendous impact on addressing the variables in the practice environment that contribute to occupational distress and that, when optimized, can promote clinician well-being. Many organizations are committed to this work and have clarity on how to address general, system-wide issues and provide resources for individual clinicians. While such top of the organization elements are essential for success, many of the specific improvement efforts that are necessary must address local challenges at the work unit level (department, division, hospital ward, clinic). Uncertainty of how to address variability and the unique needs of different work units is a barrier to effective action for many health care delivery systems. Overcoming this challenge requires organizations to recognize that unit-specific improvement efforts require a system-level approach. In this manuscript, we outline 7 steps for organizations to consider as they establish the infrastructure to improve professional well-being and provide a description of application and evidence of efficacy from a large academic medical center. Such unit-level efforts to address the unique needs of each specialty and occupation at the work unit level have the ability to address many of the day-to-day issues that drive clinician well-being. An enterprise approach is necessary to systematically advance such unit-level action.

    View details for DOI 10.1016/j.mayocp.2022.10.031

    View details for PubMedID 36603944

  • Do as I Do: Physician- and Learner-Led Mind-Body Medicine Group Visits PRiMER. 2021;5:4.Published: 2/1/2021 Moir, E. 2021
  • Do as I Do: Physician- and Learner-Led Mind-Body Medicine Group Visits. PRiMER (Leawood, Kan.) Moir, E., Yang, J. O., Yao, J., Weinlander, E. 2021; 5: 4


    Introduction: Care of patients with chronic medical and mental health conditions can be a source of frustration for primary care clinicians and may present a challenge in modeling effective interventions for medical learners. Mind-body medicine (MBM) interventions have shown success for a variety of conditions, and training in MBM has been associated with decreased burnout and improved professional satisfaction.8 We piloted MBM collaborative visits led by faculty physicians and facilitated by medical learners. We then assessed their efficacy treating patients with complex needs.Methods: We conducted a series of eight weekly 2.5-hour MBM interventions for groups of five to eight participants (52 in total) with chronic health conditions. Matched-pair hypothesis t tests analyzed nine health indicators measured pre- and postintervention: the Patient Health Questionnaire-9 (PHQ-9) as well as participants' perceived mental and physical health, stress and stress coping, agency, and capacity to connect with others. We made conservative calculations of effect size using Hedges' g.Results: Participants showed significant, large improvements in their PHQ-9 scores ( P<.005, g=0.807), and moderate improvements in ability to cope with stress (P<.005, g=0.502), sense of control over their diagnoses (P<.05, g=0.413), and perceived overall mental health (P<.05, g=0.424). Other outcomes were nonsignificant, including a small improvement in participants' perceived overall health ( P=.071, g=0.286).Conclusions: Patients completing the intervention enjoyed largely improved outcomes despite unchanged stress at work and home. Physician-led MBM collaborative visits comprise a feasible, reproducible, and reimbursable treatment option for improving patient care. They also immerse medical learners in an evidence-based practice model supportive of professional satisfaction.

    View details for DOI 10.22454/PRiMER.2021.548093

    View details for PubMedID 33860159

  • Impact of Mind-Body Medicine Professional Skills Training on Healthcare Professional Burnout. Global advances in health and medicine Weinlander, E. E., Gaza, E. J., Winget, M. 2020; 9: 2164956120906396


    Background: Healthcare professional burnout has reached epidemic proportions, with downstream effects on personal and patient health and on our institutions. Solutions lie in the domains of work culture, operational efforts, and personal strategies.Objectives: To evaluate the impact of a 5-day mind-body medicine professional training program on burnout and quality of life.Methods: We conducted pre- and postevaluation of a mind-body medicine skills training for healthcare professionals on 6 wellness domains using 2 validated instruments: the Maslach Burnout Inventory and the Professional Quality of Life Survey.Results: There was a statistically significant improvement in changes in emotional exhaustion, depersonalization, personal accomplishment, compassion satisfaction, burnout, and secondary traumatic stress which was sustained at 12months. Largest relative improvements occurred in emotional exhaustion and depersonalization, 22% and 21%, respectively.Conclusion: In addition to providing an important patient care skill set, mind-body medicine training may be an effective way to mitigate burnout and improve healthcare professional well-being.

    View details for DOI 10.1177/2164956120906396

    View details for PubMedID 32082951

  • Rethinking empathy decline: results from an OSCE. The clinical teacher Teng, V. C., Nguyen, C., Hall, K. T., Rydel, T., Sattler, A., Schillinger, E., Weinlander, E., Lin, S. 2017


    The phenomenon of empathy decline among medical students during training is widely accepted, with evidence based largely on studies using self-administered instruments. Recently, researchers have called into question this phenomenon, in light of new findings that suggest a discrepancy between self-administered empathy scores and observed empathic behaviours: for example, during objective structured clinical examinations (OSCEs). Our objective was to compare observed empathy among medical students in different clerkship years using an OSCE.Participants were medical students in their first or second year of clinical clerkships, enrolled in a required family medicine clerkship at Stanford University. Participants completed an OSCE that was directly observed by trained faculty staff, who used the Measure of Patient-Centered Communication (MPCC) instrument to measure empathic behaviours. Statistics were used to determine correlations between observed empathy and the students' year of clerkship, gender, and specialty preference.A total of 129 medical students, evenly divided by gender and clerkship year, participated. There was a possible trend towards higher MPCC scores among students in their second clerkship year compared with students in their first year (p = 0.09), which became more significant when adjusted for outlier effects (p = 0.05). There was no difference in performance by gender. Students interested in a 'people-oriented' specialty scored higher in 'handling the patient's frustration' compared with those who are interested in a 'technology-oriented' specialty.In our study, observed empathic behaviours were not lower in the second compared with the first year of clerkship training. More research is warranted to investigate the apparent discrepancy between self-administered empathy scores and observed empathic behaviours. New findings suggest a discrepancy between self-administered empathy scores and observed empathic behaviours.

    View details for DOI 10.1111/tct.12608

    View details for PubMedID 28164429

  • Rickets: A Case Study Canadian Journal of Family Practice Weinlander, E.E., Klein, M 1991