Bio


Maya Adam MD is the Director of Health Education Outreach at Stanford's Center for Health Education and the Faculty Lead for the Digital Medical Education International Collaborative in South Africa. Adam has been teaching at Stanford University since 2009. She received her BA in Human Biology from Stanford before studying medicine at the University of British Columbia in Vancouver, Canada. Prior to her post-secondary studies, she spent 10 years as a professional ballet dancer with the State Theater of Saxony in Germany. At the Stanford Center for Health Education, Adam creates online educational content for use in under-served populations, including those in low- and middle-income countries. Adam leads five massive open online health education courses, serving more than 450,000 international learners. In South Africa, her team collaborates with UNICEF and the National Department of Health to create digital educational content for community health workers and mothers as part of the Road to Health initiative. Adam is the author of Food Love Family: A Practical Guide to Child Nutrition.

Academic Appointments


Administrative Appointments


  • Director, Health Education Outreach, Stanford Center for Health Education (2018 - Present)
  • Faculty Lead, Digital MEdIC South Africa (2017 - Present)
  • Founder, Just Cook for Kids (2013 - Present)

Community and International Work


  • Digital Medical Education International Collaborative, South Africa

    Topic

    Maternal Child Health Education

    Partnering Organization(s)

    National Dept. of Health, South Africa, and UNICEF

    Populations Served

    Low- and middle-income mothers in South Africa

    Location

    International

    Ongoing Project

    Yes

    Opportunities for Student Involvement

    No

  • Stanford Health Outreach App, South Africa

    Topic

    Community Health Promotion

    Partnering Organization(s)

    Philani Maternal and Child Health Clinic

    Populations Served

    Women and children in under-resourced areas

    Location

    International

    Ongoing Project

    Yes

    Opportunities for Student Involvement

    No

Clinical Trials


  • The Philani Mobile Video Intervention for Exclusive Breastfeeding (MOVIE) Study Not Recruiting

    This cluster-randomized controlled trial seeks to evaluate the impact of a mobile video intervention for exclusive breastfeeding (MOVIE) on the infant feeding practices of mothers living in under-resourced communities in the Western Cape, South Africa. The trial will compare infant feeding practices in two groups of participants, enrolled in the Philani Mentor-Mother Outreach Program, a home-visiting program focused on community-based health promotion through peer-to-peer counseling. The participants in the intervention arm will receive the Philani Intervention Model (PIM), a perinatal health promotion intervention, together with the additional mobile, video intervention for exclusive breastfeeding. The participants in the control arm will receive only the standard PIM. Participants will be exposed to either the intervention or the control condition during pregnancy and the first five months after delivery. The central hypothesis in this trial is that, when compared with the control group, infant feeding practices in the intervention group will be significantly better aligned with current World Health Organization recommendations, after exposure to the Philani MOVIE intervention. The primary outcomes in this study are short-term exclusive breastfeeding, in the first month of life, and long-term exclusive breastfeeding, in the fifth month of life, (based on maternal 24-hour recall). Secondary outcomes include other infant feeding practices, such as early initiation of breastfeeding, any breastfeeding in the first month and in the fifth month of life, bottle-feeding, early introduction of complementary foods in the first month and in the fifth month of life and maternal knowledge in the first month and the fifth month post delivery.

    Stanford is currently not accepting patients for this trial.

    View full details

All Publications


  • A Multi-Institution Collaboration to Define Core Content and Design Flexible Curricular Components for a Foundational Medical School Course: Implications for National Curriculum Reform. Academic medicine : journal of the Association of American Medical Colleges Chen, S. F., Deitz, J., Batten, J. N., DeCoste-Lopez, J., Adam, M., Alspaugh, J. A., Amieva, M. R., Becker, P., Boslett, B., Carline, J., Chin-Hong, P., Engle, D. L., Hayward, K. N., Nevins, A., Porwal, A., Pottinger, P. S., Schwartz, B. S., Smith, S., Sow, M., Teherani, A., Prober, C. G. 2019

    Abstract

    Medical educators have not reached widespread agreement on core content for a U.S. medical school curriculum. As a first step toward addressing this, five U.S. medical schools formed the Robert Wood Johnson Foundation Reimagining Medical Education collaborative to define, create, implement, and freely share core content for a foundational medical school course on microbiology and immunology. This proof-of-concept project involved delivery of core content to preclinical medical students through online videos and class time interactions between students and facilitators. A flexible, modular design allowed four of the medical schools to successfully implement the content modules in diverse curricular settings. Compared to the prior year, student satisfaction ratings after implementation were comparable or showed a statistically significant improvement. Students who took this course at a time point in their training similar to when the USMLE Step 1 reference group took Step 1 earned equivalent scores on National Board of Medical Examiners-Customized Assessment Services microbiology exam items. Exam scores for three schools ranged from 0.82 to 0.84, compared to 0.81 for the national reference group; exam scores were 0.70 at the fourth school, where students took the exam in their first quarter, two years earlier than the reference group. This project demonstrates that core content for a foundational medical school course can be defined, created, and used by multiple medical schools without compromising student satisfaction or knowledge. This project offers one approach to collaboratively defining core content and designing curricular resources for preclinical medical school education that can be shared.

    View details for PubMedID 30801270

  • Human-Centered Design of Video-Based Health Education: An Iterative, Collaborative, Community-Based Approach. Journal of medical Internet research Adam, M., McMahon, S. A., Prober, C., Barnighausen, T. 2019; 21 (1): e12128

    Abstract

    Drawing on 5 years of experience designing, producing, and disseminating video health education programs globally, we outline the process of creating accessible, engaging, and relevant video health education content using a community-based, human-centered design approach. We show that this approach can yield a new generation of interventions, which are better aligned with the needs and contexts of target communities. The participation of target communities and local stakeholders in the content production and design process fosters ownership of the content and increases the likelihood that the resulting intervention will resonate within its intended primary audience and be disseminated broadly. Ease of future adaptation for additional global audiences and modification of the content for multiple dissemination pathways are important early considerations to ensure scalability and long-term impact of the intervention. Recent advances in mobile technology can facilitate the dissemination of accessible, engaging health education at scale, thereby enhancing the potential impact of video-based educational tools. Accessible and engaging health education is a cornerstone of health behavior change. Especially in low- and middle-income countries, increasing access to effective health education can contribute to improved health outcomes. Prior research has identified several characteristics of effective health education interventions. These include the integration of pictures, narratives, and entertainment-education, in which the health messages that make up the educational content are embedded. However, the effectiveness and long-term impact of health messages ultimately depend on how well the end users can identify with the content that is presented. This identification, in turn, is a function of how well the messages correspond to user needs and wants and how this correspondence is communicated through the design characteristics of the health education intervention.

    View details for PubMedID 30698531

  • Community health workers' experiences of using video teaching tools during home visitsA pilot study HEALTH & SOCIAL CARE IN THE COMMUNITY Coetzee, B., Kohrman, H., Tomlinson, M., Mbewu, N., Le Roux, I., Adam, M. 2018; 26 (2): 167–75

    Abstract

    Innovations in health, such as the use of tablet computers, show promise in broadening the scope of work of community health workers (CHWs), and play an important role in keeping CHWs and their clients up to date with advancements in health. While the use of mobile phones and tablets is innovative, the applicability of these technologies in different contexts remains poorly understood. Furthermore, little is known about the acceptability and feasibility of the use of video teaching tools on such devices across diverse contexts. In this study, we aimed to explore the acceptability and feasibility of using tablets with teaching videos (about HIV, alcohol, nutrition and breastfeeding) to support the health promotion efforts of 24 CHWs who work with pregnant mothers and mothers of young children in an urban township in South Africa. Between November 2015 and May 2016, we conducted focus groups and identified four key themes (with several sub-themes) that demonstrated factors related to the acceptability and feasibility of these devices and their content. Focus group transcripts were analysed thematically using qualitative data analysis software. The findings indicated that while the devices contained several supportive features (such as lightening the workload, and stimulating interest in their work), they also contained several restrictive features (safety and confidentiality). CHWs considered the video content an important tool to engage not only their clients but also family members and the community at large. Issues surrounding safety, privacy and confidentiality of using these devices require careful consideration prior to implementation in large-scale studies. Furthermore, stigma associated with household visits by CHWs and the nature of their work also need to be addressed by researchers and programme implementers. Overall, CHWs deemed the devices and the video content an acceptable and feasible means with which to provide health promotion and education among their clients.

    View details for PubMedID 28872210

  • The Use of Short, Animated, Patient-Centered Springboard Videos to Underscore the Clinical Relevance of Preclinical Medical Student Education. Academic medicine Adam, M., Chen, S. F., Amieva, M., Deitz, J., Jang, H., Porwal, A., Prober, C. 2017

    Abstract

    Medical students often struggle to appreciate the clinical relevance of material taught in the preclinical years. The authors believe videos could be effectively used to interweave a patient's illness script with foundational basic science concepts.In collaboration with four other U.S. medical schools, educators at the Stanford University School of Medicine created 36 short, animated, patient-centered springboard videos (third-person, narrated accounts of authentic patient cases conveying foundational pathophysiology) in 2014. The videos were used to introduce students to 36 content modules, created as part of a microbiology, immunology, and infectious diseases curriculum. The videos were created with input from faculty content experts and in some cases medical students, and were piloted using a flipped classroom pedagogical approach in January 2015-June 2016.Student feedback from course evaluations and focus groups was analyzed using a mixed-methods approach. On the course evaluations, the majority of students rated the patient-centered videos positively, and the majority of comments on the videos were positive, highlighting both enhanced engagement and enhanced learning and retention. Comments from focus groups mirrored the course evaluation comments and highlighted different usage patterns for the videos.The authors will continue to gather and analyze data from schools using the videos as part of their core preclinical curriculum, and will produce similar videos for use in other areas of undergraduate medical education. These videos could support students' review of content taught previously and be repurposed for use in continuing and graduate medical education, as well as patient education.

    View details for DOI 10.1097/ACM.0000000000001574

    View details for PubMedID 28121656

  • Massive open online nutrition and cooking course for improved eating behaviors and meal composition. international journal of behavioral nutrition and physical activity Adam, M., Young-Wolff, K. C., Konar, E., Winkleby, M. 2015; 12 (1): 143-?

    View details for DOI 10.1186/s12966-015-0305-2

    View details for PubMedID 26630879