Clinical Focus

  • Pediatric Hospital Medicine
  • Pediatrics

Academic Appointments

  • Clinical Associate Professor, Pediatrics

Administrative Appointments

  • Associate Program Director, Advising and Career Development, Pediatric Residency Program (2007 - 2012)
  • Program Director, Combined Pediatrics and Anesthesia Residency Programs (2012 - Present)
  • Program Director, Pediatric Residency Program (2012 - Present)
  • Fellowship Co-Director, Pediatric Hospital Medicine Fellowship (2013 - Present)
  • Associate Chair, Education, Residency Programs, Department of Pediatrics (2014 - Present)

Honors & Awards

  • Arthur L Bloomberg Award for Excellence in Clinical Teaching, Stanford University School of Medicine (2008)
  • Faculty Teaching Honor Roll with Letter of Teaching Distinction, Stanford University School of Medicine (2007-2015)
  • Pediatric Academic Society Educational Scholar, Academic Pediatric Association (2006-2010)
  • Ted Sectish Award for Advocating for Residents, Stanford Pediatrics Residency Program (2008, 2010, 2013)
  • Henry J. Kaiser Family Foundation Award for Excellence in Clinical Teaching, Stanford University School of Medicine (2010)
  • Ray E. Helfer Award for Innovation in Medical Education, Academic Pediatric Association (2012)
  • Award of Excellence, Advising Junior Faculty, Stanford University School of Medicine, Department of Pediatrics (2013)
  • Caroline Graham Lamberts Gratitude and Service Award, Stanford Pediatrics Residency Program (2014)

Professional Education

  • Board Certification: Pediatrics, American Board of Pediatrics (2005)
  • Residency:Univ of California San Francisco (2004) CA
  • Internship:Univ of California San Francisco (2002) CA
  • Chief Residency, UCSF, Pediatrics (2005)
  • Medical Education:University of Chicago (2001) IL
  • MPH, UC, Berkeley, Maternal and Child Health (2000)
  • BS, Caltech, Biology (1996)

Research & Scholarship

Current Research and Scholarly Interests

I am interested in graduate medical education -- particularly in understanding how learners learn best and how to optimize graduate medical education given recent work hours changes, increasing handoffs, increasing patient safety standards which have led to increased supervision, and limited longitudinal exposure with faculty.

A few of my studies/areas of interest include:
(1) Coaching Initiative: An innovative approach to provide longitudinal assessment and feedback to residents, and help residents develop skills of lifelong learning and self-reflection. This program pairs a faculty coach with ten residents, who they follow for all three years. We are studying the impact on the amount and quality of feedback given, the residents' communication skills, and impact on faculty through faculty development.
(2) Bedside IPASS Study: Improving Family-Centered Rounds to Improve Patient Safety and Communication: We are one of seven sites in this national study to evaluate the impact of a new FCR rounding structure on patient safety and communication with patients and families.
(3) Shared Decision-Making: We are one of four sites on this NIH R25-funded study of shared decision-making on internal medicine and pediatrics rounds.
(4) Scholarly Concentrations: We are studying the impact of scholarly concentrations on resident learners' scholarship, subsequent scholarly activity, career development.

Prior studies have included:
(1) National Nighttime Curriculum Study: Measured the impact of a national nighttime curriculum on residents' perception of learning, confidence and knowledge in handling routine overnight issues. Prospective study of 89 residency programs, over 2000 learners that found a significant improvement in knowledge, confidence, and attitudes.
(2) IPASS Study (National Handoff Study; we were one of nine pilot sites): Implemented an educational intervention to improve residents' knowledge and use of handoff tools.
(3) Remediation: Created better tools for identifying and helping remediating learners.
(4) Residents as Teachers: Measured the impact of our required senior resident rotation in teaching.


2015-16 Courses

Stanford Advisees


All Publications

  • Outcomes of a Randomized Controlled Educational Intervention to Train Pediatric Residents on Caring for Children With Special Health Care Needs CLINICAL PEDIATRICS Bogetz, J. F., Gabhart, J. M., Rassbach, C. E., Sanders, L. M., Mendoza, F. S., Bergman, D. A., Blankenburg, R. L. 2015; 54 (7): 659-666


    Objective. To evaluate an innovative curriculum meeting new pediatric residency education guidelines, Special Care Optimization for Patients and Education (SCOPE). Methods. Residents were randomized to intervention (n = 23) or control (n = 25) groups. Intervention residents participated in SCOPE, pairing them with a child with special health care needs (CSHCN) and faculty mentor to make a home visit, complete care coordination toolkits, and participate in case discussions. The primary outcome was resident self-efficacy in nine skills in caring for CSHCN. Secondary outcomes included curriculum feasibility/acceptance, resident attitudes, and family satisfaction. Results. Response rates were ≥65%. Intervention residents improved in their self-efficacy for setting patient-centered goals compared with controls (mean change on 4-point Likert-type scale, 1.36 vs 0.56, P < .05). SCOPE was feasible/acceptable, residents had improved attitudes toward CSHCN, and families reported high satisfaction. Conclusion. SCOPE may serve as a model for efforts to increase residents' self-efficacy in their care of patients with chronic disease.

    View details for DOI 10.1177/0009922814564050

    View details for Web of Science ID 000354656600008

  • Continuing Education Needs of Pediatricians Across Diverse Specialties Caring for Children With Medical Complexity CLINICAL PEDIATRICS Bogetz, J. F., Bogetz, A. L., Gabhart, J. M., Bergman, D. A., Blankenburg, R. L., Rassbach, C. E. 2015; 54 (3): 222-227


    Objective. Care for children with medical complexity (CMC) relies on pediatricians who often are ill equipped, but striving to provide high quality care. We performed a needs assessment of pediatricians across diverse subspecialties at a tertiary academic US children's hospital about their continuing education needs regarding the care of CMC. Methods. Eighteen pediatricians from diverse subspecialties were asked to complete an online anonymous open-ended survey. Data were analyzed using modified grounded theory. Results. The response rate was 89% (n = 16). Of participants, 31.2% (n = 5) were general pediatricians, 18.7% (n = 3) were hospitalists, and 50% (n = 8) were pediatric subspecialists. Pediatricians recognized the need for skills in care coordination, giving bad news, working in interprofessional teams, and setting goals of care with patients. Conclusions. Practicing pediatricians need skills to improve care for CMC. Strategically incorporating basic palliative care education may fill an important training need across diverse pediatric specialties.

    View details for DOI 10.1177/0009922814564049

    View details for Web of Science ID 000349286200004

  • Questioning as a teaching tool. Pediatrics Long, M., Blankenburg, R., Butani, L. 2015; 135 (3): 406-408


    The Dreyfus and Bloom frameworks can help the great clinical teacher craft questions that are learner-centric and appropriately challenging.Employing strategies to ask the right questions in the right way can further add to the effectiveness of using questions as a valuable teaching,learning, and assessment tool.

    View details for DOI 10.1542/peds.2014-3285

    View details for PubMedID 25647682

  • Changes in Medical Errors after Implementation of a Handoff Program NEW ENGLAND JOURNAL OF MEDICINE Starmer, A. J., Spector, N. D., Srivastava, R., West, D. C., Rosenbluth, G., Allen, A. D., NOBLE, E. L., Tse, L. L., Dalal, A. K., Keohane, C. A., Lipsitz, S. R., Rothschild, J. M., Wien, M. F., Yoon, C. S., Zigmont, K. R., Wilson, K. M., O'Toole, J. K., Solan, L. G., Aylor, M., Bismilla, Z., Coffey, M., Mahant, S., Blankenburg, R. L., Destino, L. A., EVERHART, J. L., Patel, S. J., Bale, J. F., Spackman, J. B., Stevenson, A. T., Calaman, S., Cole, F. S., Balmer, D. F., Hepps, J. H., Lopreiato, J. O., Yu, C. E., Sectish, T. C., Landrigan, C. P. 2014; 371 (19): 1803-1812
  • Challenges and Potential Solutions to Educating Learners About Pediatric Complex Care ACADEMIC PEDIATRICS Bogetz, J. F., Bogetz, A. L., Bergman, D., Turner, T., Blankenburg, R., Ballantine, A. 2014; 14 (6): 603-609
  • The prevalence of social and behavioral topics and related educational opportunities during attending rounds. Academic medicine Satterfield, J. M., Bereknyei, S., Hilton, J. F., Bogetz, A. L., Blankenburg, R., Buckelew, S. M., Chen, H. C., Monash, B., Ramos, J. S., Rennke, S., Braddock, C. H. 2014; 89 (11): 1548-1557


    To quantify the prevalence of social and behavioral sciences (SBS) topics during patient care and to rate team response to these topics once introduced.This cross-sectional study used five independent raters to observe 80 inpatient ward teams on internal medicine and pediatric services during attending rounds at two academic hospitals over a five-month period. Patient-level primary outcomes-prevalence of SBS topic discussions and rate of positive responses to discussions-were captured using an observational tool and summarized at the team level using hierarchical models. Teams were scored on patient- and learner-centered behaviors.Observations were made of 80 attendings, 83 residents, 75 interns, 78 medical students, and 113 allied health providers. Teams saw a median of 8.0 patients per round (collectively, 622 patients), and 97.1% had at least one SBS topic arise (mean = 5.3 topics per patient). Common topics were pain (62%), nutrition (53%), social support (52%), and resources (39%). After adjusting for team characteristics, the number of discussion topics raised varied significantly among the four services and was associated with greater patient-centeredness. When topics were raised, 38% of teams' responses were positive. Services varied with respect to learner- and patient-centeredness, with most services above average for learner-centered, and below average for patient-centered behaviors.Of 30 SBS topics tracked, some were addressed commonly and others rarely. Multivariable analyses suggest that medium-sized teams can address SBS concerns by increasing time per patient and consistently adopting patient-centered behaviors.

    View details for DOI 10.1097/ACM.0000000000000483

    View details for PubMedID 25250747

  • Stimulating Reflective Practice Among Your Learners PEDIATRICS Butani, L., Blankenburg, R., Long, M. 2013; 131 (2): 204-206

    View details for DOI 10.1542/peds.2012-3106

    View details for Web of Science ID 000314355100044

    View details for PubMedID 23339227

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