Clinical Focus

  • Hospice and Palliative Medicine
  • Pediatric Hospital Medicine

Academic Appointments

  • Clinical Assistant Professor, Pediatrics

Professional Education

  • Board Certification, American Board of Pediatrics, Pediatric Hospital Medicine (2022)
  • Residency: Stanford Health Care at Lucile Packard Children's Hospital (2019) CA
  • Board Certification: American Board of Pediatrics, Pediatrics (2018)
  • Fellowship: Washington University in St. Louis Palliative Medicine Fellowship (2022) MO
  • Fellowship: Stanford Pediatric Hospital Medicine Fellowship (2021) CA
  • Medical Education: St Louis University School of Medicine (2015) MO

Contact

  • Academic
    University - Academic staff Department: Peds/Quality of Life and Pediatric Palliative Care Position: Clinical Assistant Professor
  • Clinical (Primary)  453 Quarry Rd Room 354C Palo Alto, CA 94304 (650) 736-9186 (fax)

Additional Clinical Info

All Publications

  • Righting the Autonomy-Supervision Pendulum: Understanding the Impact of Independent Rounds on Medical Students, Residents, and Faculty. Academic medicine : journal of the Association of American Medical Colleges Moriarty, J. A., Vellanki, S. n., Trope, L. A., Hilgenberg, S. L., Blankenburg, R. L. 2020

    Abstract

    To explore trainee and faculty perspectives on an independent rounding intervention on general pediatrics wards at 2 institutions.In July 2018, the authors introduced independent rounds 1 to 2 times a week at 2 training sites. In this qualitative study, the authors conducted semi-structured focus groups with a purposive sample of junior trainees (clerkship medical students and PGY1 residents), senior trainees (PGY2 and PGY3-5 residents), and hospital medicine faculty between October 2018 and May 2019. Focus groups were audio-recorded, transcribed verbatim, and analyzed for themes using the constant comparative approach associated with grounded theory.Focus groups included 27 junior trainees, 20 senior trainees, and 18 faculty. Six themes emerged: (1) Independent rounds contributed to all trainees' development; (2) Senior residents described increased motivation to take full ownership of their patients and educational needs of the team; (3) Faculty expressed concerns about decreased opportunities for teaching and feedback, however all trainees reported unique learning from having faculty both present and absent from rounds; (4) No significant patient safety events were reported; (5) All participants identified communication and patient progression concerns; (6) A tension emerged between decreased faculty and enhanced trainee career satisfaction. Participants identified solutions to identified barriers to further improve this educational intervention.As a result of independent rounding, trainees described increased motivation to take ownership of their patients and team. Both rounding experiences contributed to their development as physicians in different ways. Further studies should explore patient and caregiver perspectives and concerns about communication and patient care progression when designing future interventions to promote resident autonomy.

    View details for DOI 10.1097/ACM.0000000000003645

    View details for PubMedID 32769470