Dr. Yemane serves in numerous local and national roles related to diversity, equity and inclusion (DEI), medical education, and mentorship, including Associate Program Director for the Pediatrics Residency and inaugural Assistant Dean of Diversity for GME within the Office of Diversity in Medical Education. Dr. Yemane's scholarship focuses on building and evaluating innovative diversity and inclusion programs and studying facilitators and interventions that support the recruitment, inclusion and retention of underrepresented in medicine (UIM) GME trainees in academic medicine. She is one of the founding co-directors for the Stanford Medicine Leadership Education in Advancing Diversity (LEAD) Program, created in 2017, which is a 10-month longitudinal leadership program for residents and fellows across GME to develop leadership and scholarship skills in addressing issues related to DEI, to produce leaders in academic medicine dedicated to DEI and to improve the culture of medicine. She is also the founding co-director of the Association of Pediatric Program Directors’ Advancing Inclusiveness in Medical Education Scholars (AIMS) Program, created in 2019, which is a national mentorship and professional development program for UIM pediatric residents interested in careers in pediatric medical education leadership.

Clinical Focus

  • Pediatrics
  • General Pediatrics

Academic Appointments

Administrative Appointments

  • Assistant Dean, Diversity in Graduate Medical Education, Office of Diversity in Medical Education, Stanford School of Medicine (2021 - Present)
  • Associate Program Director, Recruitment, Diversity and Inclusion, Pediatrics Residency Program (2018 - Present)
  • Co-Director, LEAD (Leadership Education in Advancing Diversity) Program, Stanford School of Medicine (2018 - Present)
  • Associate Program Director, Advising and Career Development, Pediatrics Residency Program (2016 - Present)
  • Interim Medical Director, Gardner Packard Children’s Health Center (2015 - 2017)

Honors & Awards

  • Diversity, Equity, and Inclusion Program Award (Stanford Medicine LEAD Program), Academic Pediatric Association (2024)
  • Integrated Strategic Plan Award, Stanford Clinical Opportunity for Residency Experience Program, Stanford Medicine (2023)
  • Dr. Augustus A. White and Family Faculty Professionalism Award, Stanford School of Medicine (2023)
  • Ray E. Helfer Award for Innovations in Pediatric Medical Education, Academic Pediatric Association (2023)
  • Walter W. Tunnessen Jr. MD Award for the Advancement of Pediatric Resident Education, Association of Pediatric Program Directors (2023)
  • Ray E. Helfer Award for Innovations in Pediatric Medical Education, Academic Pediatric Association (2022)
  • Leadership Development Program, Stanford Medicine (2021-2022)
  • Equity Matters: DEI (Diversity, Equity, Inclusion) Leadership Certification, ACGME (2021-2022)
  • President’s Award for Excellence Through Diversity, Stanford Medicine LEAD Program, Stanford University (2020)
  • Institutional Leadership Award, Stanford Medicine LEAD Program, Building the Next Generation of Academic Physicians (BNGAP) (2020)
  • Diversity, Respect, and Inclusion are Vital for Excellence (DRIVE) Award, Stanford Department of Pediatrics (2019)
  • Educational Scholars Program, Academic Pediatric Association (2018-2022)

Boards, Advisory Committees, Professional Organizations

  • Member, Longitudinal Educational Assessment Research Network (LEARN) Advisory Committee, Association of Pediatric Program Directors (2022 - Present)
  • Co-Chair, SPAARC (Stanford Pediatrics: Advancing Anti-Racism Coalition), Stanford School of Medicine (2020 - 2021)
  • Director, AIMS (Advancing Inclusiveness in Medical Education Scholars) Program, Association of Pediatric Program Directors (2019 - 2022)
  • Member, Diversity and Inclusion Subcommittee, Academic Pediatric Association (2018 - Present)
  • Faculty Senator, Pediatrics, Stanford School of Medicine (2018 - 2021)
  • Chair, Underrepresented Minorities in Pediatric GME Learning Community, Association of Pediatric Program Directors (2018 - 2020)
  • Member, Academic Pediatric Association (2017 - Present)
  • Member, Association of Pediatric Program Directors (2015 - Present)
  • Member, American Academy of Pediatrics (2010 - Present)

Professional Education

  • Chief Residency, Stanford Pediatrics Residency (2014)
  • Board Certification, Pediatrics, American Board of Pediatrics (2013)
  • Residency, Stanford Pediatrics Residency (2013)
  • Medical Degree, University of Texas Southwestern Medical Center (2010)
  • Bachelor of Science, University of Texas at Austin, Human Biology (2006)

Current Research and Scholarly Interests

My scholarship interests are focused on creating and evaluating diversity and inclusion programs to support UIM GME trainees and facilitators and interventions that support the recruitment, inclusion, and retention of UIM trainees.

All Publications

  • Race and Ethnicity Data in Electronic Health Records-Striving for Clarity. JAMA network open Yemane, L., Mateo, C. M., Desai, A. N. 2024; 7 (3): e240522

    View details for DOI 10.1001/jamanetworkopen.2024.0522

    View details for PubMedID 38466312

  • Reimagining Leadership: Amplifying Diverse Voices and Welcoming Healthy Conflict. Academic pediatrics Han, P., Chang, C., Yemane, L., Jackson, J. A., Omoruyi, E. A., Umoren, R. A. 2023

    View details for DOI 10.1016/j.acap.2023.12.005

    View details for PubMedID 38135249

  • Upholding Our PROMISE: Discrimination and Lack of Belonging Negatively Influence Pediatric Residents' Desire to Stay at Home Institution. Academic medicine : journal of the Association of American Medical Colleges Burns, A. M., Kester Prakash, L., Yemane, L., Blankenburg, R., Kas-Osoka, O. A., Poitevien, P., Marbin, J., Schwartz, A., Taylor Lucas, C. 2023; 98 (11S): S195-S196

    View details for DOI 10.1097/ACM.0000000000005379

    View details for PubMedID 37882002

  • Upholding Our PROMISE: Underrepresented in Medicine Pediatric Residents' Perspectives on Interventions to Promote Belonging. Academic medicine : journal of the Association of American Medical Colleges Yemane, L., Kas-Osoka, O., Burns, A., Blankenburg, R., Prakash, L. K., Poitevien, P., Schwartz, A., Lucas, C. T., Marbin, J. 2023


    PURPOSE: Underrepresented in medicine (UIM) residents experience challenges during training that threaten their sense of belonging in medicine, therefore residency programs should intentionally implement interventions to promote inclusion and belonging. This study explored UIM pediatric residents' perspectives on current residency program measures designed to achieve this goal.METHOD: The authors conducted a secondary qualitative analysis as part of a national cross-sectional study, PROmoting Med-ed Insight into Supportive Environments (PROMISE), which explored pediatric residents' experiences and perspectives during training in relation to their self-identities. A 23-item web-based survey was distributed through the Association of Pediatric Program Directors Longitudinal Educational Research Assessment Network from October 2020 to January 2021. Participants provided free-text responses to the question "What are current measures that promote a sense of belonging for the UIM community in your training program?" The authors used conventional content analysis to code and identify themes in responses from UIM participants.RESULTS: Of the 1,748 residents invited to participate, 931 (53%) residents from 29 programs completed the survey, with 167 (18%) identifying as UIM. Of the 167 UIM residents, 74 (44%) residents from 22 programs responded to the free-text question. The authors coded more than 140 unique free-text responses and identified 7 major themes: (1) critical mass of UIM residents; (2) focused recruitment of UIM residents; (3) social support, including opportunities to build community among UIM residents; (4) mentorship; (5) caring and responsive leadership; (6) education on health disparities, diversity, equity, inclusion, and antiracism; and (7) opportunities to serve, including giving back to the local community and near-peer mentorship of UIM premedical and medical students.CONCLUSIONS: This is the first national study to describe UIM pediatric residents' perspectives on interventions that promote a sense of belonging. Programs should consider implementing these interventions to foster inclusion and belonging among UIM trainees.

    View details for DOI 10.1097/ACM.0000000000005443

    View details for PubMedID 37643583

  • Building an Anti-Racist Department through an Experiential Department-Wide Anti-Racism Curriculum. Academic pediatrics Guerin, A., Lee, J., Floyd, B., Yemane, L., Fassiotto, M., Griffith, E., Blankenburg, R., Hilgenberg, S. L., Dali, S., De Araujo, M., Jones, K., Kuo, K., Rassbach, C. E. 2023

    View details for DOI 10.1016/j.acap.2023.06.001

    View details for PubMedID 37422256

  • Sparking a Movement, Not a Moment: Framework and Outcomes from a Pediatrics Department-Wide Coalition to Advance Anti-Racism: Running Title: Pediatrics Department Coalition to Advance Anti-Racism. Academic pediatrics Yemane, L., Ramirez, M., Guerin, A., Floyd, B., Okorie, C. U., Ling, W., Addala, A., Figg, L., Talley, E. M., Chamberlain, L. 2022


    BACKGROUND: The Stanford Pediatrics Advancing Anti-Racism Coalition (SPAARC) was created to promote a culture of anti-racism through immediate action, development of nimble systems, and longitudinal commitment towards equity.OBJECTIVE: Evaluate gaps in the Stanford Department of Pediatrics (DoP) efforts to advance anti-racism and form a coalition of faculty, staff, and trainees to prioritize, design, and implement targeted activities with immediate and long-term measurable outcomes.METHODS: A needs assessment was conducted across all DoP members in July-August 2020 to identify gaps in anti-racism efforts. Listening sessions were recorded and transcribed to extrapolate key themes and two rounds of consensus surveys were done to identify and prioritize actions. Actions teams were created and co-led by faculty-staff dyads with trainee representation. A final activity survey was conducted in January 2021 to determine the specific activities (i.e., interventions) each team would design and implement.RESULTS: Ten small group listening sessions (70 participants) and three surveys (1005 responses) led to the creation of seven action teams with associated activities (1) training (2) community engagement and research (3) communication (4) faculty and staff recruitment and advancement (5) leadership representation (6) human resources, and (7) staff engagement. 443 (41%) DoP members were directly involved in SPAARC through participation in the needs assessment, action teams, and/or implementation of activities.CONCLUSION: SPAARC can serve as an adaptable framework for how a DoP can create a coalition to identify gaps in anti-racism efforts and create and implement targeted activities with associated outcomes.

    View details for DOI 10.1016/j.acap.2022.10.003

    View details for PubMedID 36216211

  • AIMS: Increasing Diversity in Graduate Medical Education Leadership. Journal of graduate medical education Yemane, L., Omoruyi, E., Poitevien, P., Blankenburg, R. 2022; 14 (3): 340-342

    View details for DOI 10.4300/JGME-D-21-01015.1

    View details for PubMedID 35754647

    View details for PubMedCentralID PMC9200241

  • Words Matter: Examining Gender Differences in the Language Used to Evaluate Pediatrics Residents ACADEMIC PEDIATRICS Gold, J. M., Yemane, L., Keppler, H., Balasubramanian, V., Rassbach, C. E. 2022; 22 (4): 698-704
  • Underrepresented in medicine in graduate medical education: Historical trends, bias, and recruitment practices. Current problems in pediatric and adolescent health care Yemane, L., Omoruyi, E. 2021: 101088


    Health inequities disproportionately impact children of color in the United States. Research demonstrates that a diverse physician workforce that reflects the demographic profile of the United States population has been associated with better health outcomes and physicians of color are more likely to work in communities that are medically underserved. Therefore, a key driver to reducing health inequities is recruiting a physician workforce that reflects the racial/ethnic composition of the population. Although efforts on increasing UIM applicants and matriculants into medical school and more recently, graduate medical education (GME) programs have shown some small successes, there has still not been significant change in decades. This narrative review examined the historical trends and current landscape of recruitment in GME to better understand the barriers and facilitators that continue to exist and identify successful interventions that might serve as a model to support recruitment of UIM applicants. There is evidence for racial disparities and bias in traditional residency selection metrics (USMLE, Clerkship Evaluations, MSPE, AOA status, etc.) and a need for more holistic recruitment strategies. Along with implementing new holistic recruitment practices, there is a need for ongoing research and collaboration to study inclusive and equitable learning environments and assessments that will eliminate racial disparities in educational outcomes. Additionally, there must be better longitudinal data utilization and transparency across Electronic Residency Application Services (ERAS) and National Resident Matching Program (NRMP) for accountability and tracking of interventions.

    View details for DOI 10.1016/j.cppeds.2021.101088

    View details for PubMedID 34742662

  • Trends in Race/Ethnicity of Pediatric Residents and Fellows: 2007-2019. Pediatrics Montez, K., Omoruyi, E. A., McNeal-Trice, K., Mack, W. J., Yemane, L., Darden, A. R., Russell, C. J. 2021


    BACKGROUND AND OBJECTIVES: A diverse pediatric workforce reflecting the racial/ethnic representation of the US population is an important factor in eliminating health inequities. Studies reveal minimal improvements over time in the proportions of underrepresented in medicine (URiM) physicians; however, studies assessing trends in pediatric URiM trainee representation are limited. Our objective was to evaluate longitudinal trends in racial/ethnic representation among a cross-section of US pediatric trainees and to compare it to the US population.METHODS: Repeated cross-sectional study of graduate medical education census data on self-reported race/ethnicity of pediatric residents and subspecialty fellows from 2007 to 2019. To evaluate trends in URiM proportions over time , the Cochran-Armitage test was performed. Data on self-reported race/ethnicity of trainees were compared with the general population data over time by using US Census Bureau data.RESULTS: Trends in URiM proportions were unchanged in residents (16% in 2007 to 16.5% in 2019; P = .98) and, overall, decreased for fellows (14.2% in 2007 to 13.5% in 2019; P = .002). URiM fellow trends significantly decreased over time in neonatal-perinatal medicine (P < .001), infectious diseases (P < .001), and critical care (P = .006) but significantly increased in endocrinology (P = .002) and pulmonology (P = .009). Over time, the percentage of URiM pediatric trainee representation was considerably lower compared to the US population.CONCLUSIONS: The continued underrepresentation of URiM pediatric trainees may perpetuate persistent health inequities for minority pediatric populations. There is a critical need to recruit and retain pediatric URiM residents and subspecialty fellows.

    View details for DOI 10.1542/peds.2020-026666

    View details for PubMedID 34131043

  • Outcomes From a Novel Graduate Medical Education Leadership Program in Advancing Diversity, Equity, and Inclusion Journal of Graduate Medical Education Powell, C., Yemane, L., Brooks, M., Johnson, C., Alvarez, A., Bandstra, B., Caceres, W., Dierickx, Q., Thomas, R., Blankenburg, R. 2021; 13 (6): 774–784