Dr. Valerie Teng is a board certified family physician with special interests in preventative medicine and women's health. Her experiences in caring for patients with chronic conditions, such as diabetes and hypertension, have fueled her desire to partner with patients to enter healthier lifestyles. She is also passionate about providing comprehensive care to patients of all ages, including newborns and teens.
During her residency training, Dr. Teng explored many opportunities in medical education through the O’Connor-Stanford Leaders in Education Residency (OSLER) program. She is delighted to continue in medical education as a part of the faculty at Stanford Family Medicine.
- Family Medicine
Clinical Assistant Professor, Medicine - Primary Care and Population Health
Board Certification, American Board of Family Medicine (2016)
Medical Education: University of California, Irvine (2013) CA
Residency, O'Connor Hospital (2016)
Residency: O'Connor Hospital CA
Medical Education, University of California Irvine (2013)
Board Certification: American Board of Family Medicine, Family Medicine (2016)
Bachelor of Science, University of California Berkeley (2008)
Five Years' Experience With a Medical Scribe Fellowship: Shaping Future Health Professions Students While Addressing Provider Burnout.
Academic medicine : journal of the Association of American Medical Colleges
Professional burnout has reached epidemic levels among U.S. medical providers. One key driver is the burden of clinical documentation in the electronic health record, which has given rise to medical scribes. Despite the demonstrated benefits of scribes, many providers-especially those in academic health systems-have been unable to make an economic case for them. With the aim of creating a cost-effective scribe program in which premedical students gain skills that better position them for professional schooling, while providers at risk of burnout obtain documentation support, the authors launched the Clinical Observation and Medical Transcription (COMET) Program in June 2015 at Stanford University School of Medicine. COMET is a new type of postbaccalaureate premedical program that combines an apprenticeship-like scribing experience and a package of teaching, advising, application support, and mentored scholarship that is supported by student tuition. Driven by strong demand from both participants and faculty, the program grew rapidly during its first 5 years (2015-2020). Program evaluations indicated high levels of satisfaction among participants and faculty with their mentors and mentees, respectively; that participants felt the experience better positioned them for professional schooling; and that faculty reported improved joy of practice. In summary, tuition-supported medical scribe programs, like COMET, appear to be feasible and cost-effective. The COMET model may have the potential to help shape future health professions students, while simultaneously combating provider burnout. While scalability and generalizability remain uncertain, this model may be worth exploring at other institutions.
View details for DOI 10.1097/ACM.0000000000003757
View details for PubMedID 32969839
Rethinking empathy decline: results from an OSCE
THE CLINICAL TEACHER
View details for DOI 10.1111/tct.12608
Qualities of Resident Teachers Valued by Medical Students
2016; 48 (5): 381-384
Medical students often see residents as the most important teachers on the wards. However, there is a relative lack of data on the qualities that medical students value in their resident teachers. We conducted a qualitative study to determine the teaching behaviors that medical students value in their resident teachers.Over a 1-year period, 28 medical students completed 115 open-ended written reflections about their educational experiences with residents at a single, university-affiliated, community-based family medicine residency program in San Jose, CA. Qualitative data were analyzed using the constant comparative method associated with grounded theory. Ten recurring themes were identified after triangulation with published literature.When given the opportunity to make open-ended written reflections about the teaching abilities of their resident teachers, medical students most often commented on topics relevant to a "safe learning environment." More than one in four reflections were associated with this theme, and all were characterized as positive, suggesting that the ability to set a safe learning environment is a quality that medical students value in their resident teachers. In contrast, the least frequently occurring theme was "knowledge," suggesting that residents' fund of knowledge may not be as important as other qualities in the eyes of medical students.Our study adds to a growing body of literature suggesting that, from the medical students' perspective, a resident's fund of medical knowledge may not be as important as his/her ability to establish a supportive, safe, and nonthreatening environment to learn and practice medicine.
View details for Web of Science ID 000376224100009
View details for PubMedID 27159098
- Renewing US medical students' interest in primary care: bridging the role model gap POSTGRADUATE MEDICAL JOURNAL 2014; 90 (1059): 1-2