Dr. Nounou Taleghani completed her undergraduate education at UCLA, graduating in 1986, and subsequently earned both her M.D. and Ph.D. (Neuroscience) degrees at the Chicago Medical School.
She completed her residency in Emergency Medicine at Stanford University School of Medicine in 1999 and joined the faculty of the Department of Surgery at Stanford as a Board Certified Emergency Medicine specialist in the same year.
She briefly left Stanford in August 2005 and joined the faculty at Weill Cornell Medical College, where she served as the Associate Dean for Clinical Curriculum for the Qatar campus and was responsible for the implementation, management and coordination of the WCMC-Q undergraduate clinical curriculum, including the third year clerkships and the fourth year electives. Under her leadership, WCMC-Q developed a pioneering, multilingual program in medical interpreting designed to assist medical students as they interacted with patients in their clinical courses at the local teaching hospital. Dr. Taleghani has received many awards for teaching, including several Excellence in Teaching awards, both at Stanford and at Cornell.
She re-joined the faculty of the Stanford School of Medicine in Fall 2009 as Clinical Associate Professor of Surgery and as an Attending Physician in the Division of Emergency Medicine at Stanford Hospital. She holds an appointment in the medical school, and taught in the clinical curriculum as part of the Educator for CARE faculty for 10 Years. She now serves as Assistant Dean for Academic Advising in the School of Medicine and is the founder and director of the Center for Specialty Career Advising .
Dr. Taleghani is the Director for Medical Student Education for the Department of Emergency Medicine and overseas all the courses her department teaches in the Medical School, including being the inaugural required Clerkship Director for the EMED Clerkship. She also served as the founding Director for the Rapid Assessment Program , MD in triage for the Emergency Department.
Aside from her clinical and academic responsibilities at Stanford, Dr. Taleghani is also involved in many organizations around the Bay Area including serving as
Medical Director, Palo Alto Fire Department from 1999–2005,
Volunteer Medical Director, Susan G Koman 3 Day Walk, SF from 2003-2010
Volunteer Medical Provider for the Painted Turtle Camp
Volunteer Medical Director, AVON, Breast Cancer Walk, SF 2012-2015.
She is also one of the VTML’s, team medical liaison for the National Football League.
Clinical Professor, Emergency Medicine
Boards, Advisory Committees, Professional Organizations
Vice Chair, AAEM Geriatric EM interest group, (2020 - Present)
Medical Advisor, Ceribell Biotech Research (2016 - Present)
Medical Advisor, EHealth Vitals (2016 - 2020)
Medical Advisor, Vivid Medical Inc (2010 - 2015)
Member, American College of Emergency Physician ACEP (2009 - Present)
Fellow, American Academy of Emergency Medicine AAEM (1999 - Present)
Community and International Work
Opportunities for Student Involvement
Medical Director, San Fransisco
Susan G. Koman
Opportunities for Student Involvement
Simulation-Based Mastery Learning Improves the Performance of Donning and Doffing of Personal Protective Equipment by Medical Students.
The western journal of emergency medicine
2022; 23 (3): 318-323
Medical students lack adequate training on how to correctly don and doff personal protective equipment (PPE). Simulation-based mastery learning (SBML) is an effective technique for procedural education. The aim of this study was to determine whether SBML improves proper PPE donning and doffing by medical students.This was a prospective, pre-test/post-test study of 155 medical students on demonstration of correct PPE use before and after a SBML intervention. Subjects completed standard hospital training by viewing a US Centers for Disease Control and Prevention training video on proper PPE use prior to the intervention. They then participated in a SBML training session that included baseline testing, deliberate practice with expert feedback, and post-testing until mastery was achieved. Students were assessed using a previously developed 21-item checklist on donning and doffing PPE with a minimum passing standard (MPS) of 21/21 items. We analyzed differences between pre-test and post-test scores using paired t-tests. Students at preclinical and clinical levels of training were compared with an independent t-test.Two participants (1.3%) met the MPS on pre-test. Of the remaining 153 subjects who participated in the intervention, 151 (98.7%) reached mastery. Comparison of mean scores from pre-test to final post-test significantly improved from an average raw score of 12.55/21 (standard deviation [SD] = 2.86), to 21/21(SD = 0), t(150) = 36.3, P <0.001. There was no difference between pre-test scores of pre-clinical and clinical students.Simulation-based mastery learning improves medical student performance in PPE donning and doffing in a simulated environment. This approach standardizes PPE training for students in advance of clinical experiences.
View details for DOI 10.5811/westjem.2022.2.54748
View details for PubMedID 35679489
Research in Medical School: A Survey Evaluating Why Medical Students Take Research Years.
2016; 8 (8)
In recent years, an increasing number of medical students have taken time off during medical school in order to conduct research. Schools and students have invested millions of dollars and thousands of person-years on research projects, but little is known as to why students choose to take this time off. We aim to characterize why students take research years during medical school.The authors distributed an online survey about research in medical school to students at five medical schools that have highly regarded research programs.328 students responded to the survey. The most common reasons students take years off for research are: "increase competitiveness for residency application" (32%), "time to pursue other opportunities" (24%), and "academic interest" (23%). Students who would still take a research year even if they were already assured a position in a residency program of their choice were at 65%, while 35% would not take a research year. Responses varied based on whether students intended to go into a competitive specialty.Medical students take research years for multiple reasons, although they frequently are not motivated by an interest in the research itself. Many student projects consume a substantial amount of time and money despite having little educational value. Medical schools, residency programs, and policymakers should rethink incentives to increase value and help students better pursue their academic interests.
View details for DOI 10.7759/cureus.741
View details for PubMedID 27672532
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