Supplemental Digital Appendix 1

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Faculty and Participant Evaluations, COMET Program, Stanford University School of Medicine, 2019–2020^a

Statement

Faculty responses, no. (%) Mid-year

(n = 65) End-year

(n = 33) Total (n = 98) This COMET fellow is on time to clinic.

Always 61 (94) 31 (94) 92 (94)

Often 4 (6) 2 (6) 6 (6)

Sometimes 0 0 0

Rarely 0 0 0

Never 0 0 0

This COMET fellow provides appropriate prior notice for clinic absences.

Always 62 (95) 31 (94) 93 (95)

Often 2 (3) 2 (6) 4 (4)

Sometimes 1 (2) 0 1 (1)

Rarely 0 0 0

Never 0 0 0

This COMET fellow adheres to dress code guideline.

Always 62 (95) 31 (94) 93 (94)

Often 3 (5) 2 (6) 5 (6)

Sometimes 0 0 0

Rarely 0 0 0

Never 0 0 0

This COMET fellow demonstrates initiative, self- motivation, enthusiasm, and willingness to learn/work.

Strongly agree 56 (86) 30 (91) 86 (88)

Agree 9 (14) 3 (9) 12 (12)

Neutral 0 0 0

Disagree 0 0 0

Strongly disagree 0 0 0

This COMET fellow is receptive to constructive feedback and responsive by striving to make appropriate changes.

Strongly agree 57 (88) 29 (88) 86 (88)

Agree 8 (12) 4 (12) 12 (12)

Neutral 0 0 0

Disagree 0 0 0

This COMET fellow contributes positively to my joy of practice.

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Strongly agree 48 (74) 30 (91) 78 (80)

Agree 13 (20) 2 (6) 15 (15)

Neutral 3 (5) 1 (3) 4 (4)

Disagree 1 (2) 0 1 (1)

In light of what is expected at this stage in the academic year, the quality of this COMET fellow’s clinic notes is:

Excellent 39 (60) 20 (61) 59 (60)

Good 23 (35) 9 (27) 32 (33)

Neutral 1 (2) 4 (12) 5 (5)

Fair 2 (3) 0 2 (2)

Poor 0 0 0

Statement

Participants’ responses, no. (%) Mid-year

(n = 66)

End-year (n = 61)

Total (n = 127) This provider has reasonable expectations of the

quality of my note at this stage of the academic year.

Always 55 (83) 52 (85) 107 (84)

Often 7 (11) 6 (10) 13 (10)

Sometimes 4 (6) 3 (5) 7 (6)

Rarely 0 0 0

Never 0 0 0

This provider introduces me to the patient when entering the room.

Always 64 (97) 55 (90) 119 (94)

Often 2 (3) 6 (10) 8 (6)

Sometimes 0 0 0

Rarely 0 0 0

Never 0 0 0

This provider respects my schedule and allows me to leave clinic on time.

Always 61 (92) 56 (92) 117 (92)

Often 3 (5) 4 (7) 7 (6)

Sometimes 2 (3) 1 (2) 3 (2)

Rarely 0 0 0

Never 0 0 0

This provider sets a learning climate that is comfortable, stimulating, and conducive to participation.

Strongly agree 54 (82) 49 (80) 103 (81)

Agree 9 (14) 9 (15) 18 (14)

Neutral 2 (3) 3 (5) 5 (4)

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Disagree 1 (2) 0 1 (1)

This provider finds opportunities to teach and engage me.

Strongly agree 49 (74) 44 (72) 93 (73)

Agree 12 (18) 14 (23) 26 (20)

Neutral 4 (6) 3 (5) 7 (6)

Disagree 1 (2) 0 1 (1)

This provider appropriately assesses or evaluates my learning and skills (via conversations, reviewing notes, etc.).

Strongly agree 45 (68) 44 (72) 89 (70)

Agree 19 (29) 15 (25) 34 (27)

Neutral 2 (3) 2 (3) 4 (3)

Disagree 0 0 0

This provider motivates me to reflect on my clinical experiences/observations and motivates me to learn more.

Strongly agree 49 (74) 47 (77) 96 (76)

Agree 15 (23) 9 (15) 24 (19)

Neutral 2 (3) 5 (8) 7 (6)

Disagree 0 0 0

This provider role-models conscientious care, professionalism, and excellence.

Strongly agree 59 (89) 57 (93) 116 (91)

Agree 6 (9) 3 (5) 9 (7)

Neutral 1 (2) 1 (2) 2 (2)

Disagree 0 0 0

The quality of clinical education and experience I am having with this provider is ...

Excellent 54 (82) 50 (82) 104 (82)

Good 9 (14) 8 (13) 17 (13)

Neutral 3 (5) 2 (3) 2 (2)

Fair 0 1 (2) 4 (3)

Poor 0 0 0

Abbreviation: COMET, Clinical Observation and Medical Transcription.

aThe data reported in this table are from a new evaluation survey that was implemented for the 2019–2020 fellowship year.

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Collection of Written Reflections From Participants and Faculty, Clinical Observation and Medical Transcription Program, Stanford University School of Medicine, 2015–2020 From Participants

“[She] treated me as a provider in training. She let me take histories of patients and present to her, as if I were a medical student, then offered suggestions for further developing the next similar interview. She taught me various criteria for further imaging or lab studies. She taught me how to find the latest guidelines and research papers. I was tasked with verifying patients were up to date on their preventive care. [She] made me feel like a truly valuable asset to her care team.”

“[She] is an absolutely incredible mentor. She encourages curiosity, and always finds time to make each member of the team feel heard and valued. She is a joy to work with, and often expresses gratitude for her scribes' work. Her passion for medicine is truly contagious and has solidified my desire to pursue primary care.”

“[She] is absolutely amazing. She loves teaching and we are able to connect on so many levels because of the passion for medicine that we share. She is eager to teach, and I am very eager to learn. She has been my mother away from home and I appreciate her so much. She sometimes leaves aside my scribe duties for her if there is an interesting case (with another provider) that she wants me to observe. Amazing in all aspects!”

“[He] went above and beyond as a mentor through his dedication to teaching about palliative medicine and patient care. He provided additional context and clarification for certain problems patients have, which helped me understand about why certain symptoms may come about. I also really appreciated how he asked me what my take was after we finished seeing a patient, because it ultimately helped me recognize patterns between how patients react to different stages of their cancer diagnosis from a symptom management and emotional coping standpoint. Occasionally I have had the opportunity to listen to a patient’s heart or lungs (with their permission of course), which I found fascinating and engaging. I also had the chance to audit a lecture he gave in the main hospital, which allowed me to learn more about palliative care and see how much I had learned by simply working as a scribe.”

“[She] is an excellent educator, which I believe stems from her expertise as an academic professor. Every clinic session I leave having felt like I learned something important. She addresses questions in a very nurturing way and never makes me feel like my questions are

"dumb". Additionally, she always makes me feel integral as part of the healthcare team by introducing me to the patients regularly, asking me for feedback on what points of or how the visit could be improved. Overall, I LOVE [HER]!! I HIGHLY RECOMMEND!”

“[She] works in the outpatient Palliative Care clinic in Hoover (not associated with the cancer center). Working with her has given me the opportunity to see how Palliative Care and support is tailored to patients with other chronic illnesses despite cancer. [She] is always very willing to

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Copyright © by the Association of American Medical Colleges. Unauthorized reproduction is prohibited. 5 answer any questions I have about patients and has given me great advice about preparing to apply to medical school. Although I’ve only scribed for her for a few months this year, I have learned a lot from her, and I look forward to working with her again when she comes back from maternity leave this spring.”

“One of [her] strength is that she is a very motivating provider. I feel very determined to go above and beyond in researching more about each clinical finding simply because she asks a lot of questions and I feel the need to be very prepared. And if I don't know the answer, she doesn't make me feel discouraged! Instead of spoon feeding me the answers, she directs me to resources where I can arrive to make my own findings and conclusions. Secondly, she REALLY cares about my personal wellbeing. Which may be out of the scope as a responsibility of a provider;

however, it makes me feel very valued because she wants me to be in the best state (mentally, physically, and emotionally) I can be, in order to give my best effort as a scribe. Thirdly, she is teaching me to perform the physical exam!! That's very exciting! With permission of the patients, of course.”

“[She] is extremely kind, compassionate, nurturing and empathetic. She makes me, and the rest of the healthcare team, feel remarkably valued, appreciated and empowered. When working with her, I am never afraid to ask questions. Overall, she is a JOY to work with. Getting to know and learn from her has been one of the greatest pleasures of my time as a COMET fellow.

Wholeheartedly, I believe that her remarkable nature has reinforced my love for medicine and solidified my desire to pursue primary care. Being paired with [her] for this experience has been one of the biggest blessings in my life. I will forever be grateful to have worked alongside her.”

“[She] gives me every opportunity to learn as much as I can about palliative medicine and being a doctor in general. She is also a very kind, warm person and is always encouraging me to ask any questions I have. She also checks in with me to make sure I’m doing alright

mentally/emotionally after a visit with a particularly ill patient or if we’ve had a particularly busy day, which I really appreciate. She also provides valuable feedback about notes, which helped me quickly acclimate to scribing in clinic. She is very involved in research and was very willing to meet with me outside of clinic to discuss opportunities for me to get involved. I am so

thankful for the opportunity to work with her during this fellowship!”

“COMET, in short, is a program designed for highly motivated students who want to pursue a passion in medicine. When I first applied, I assumed it would be an intensive medical learning experience. I was wrong - it was so much more than that. Through this program, I’ve gained a multitude of opportunities including compassionate mentorship, exposure to world-class healthcare, the privilege to present at a national research conference, and the chance to

collaborate on pioneering research in the gender sexual minority (GSM) community, to say the very least. With Stanford Primary Care as a pioneering movement, COMET fellows are few among many in the frontline of healthcare continually setting the standard of compassionate care."

“Stanford’s COMET Fellowship has been an invaluable learning opportunity which I was fortunate to be have been accepted into during an important transition in my education between

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“This fellowship gave me the chance to learn medical terminology, clinical documentation, and gain experience in clinical research. Furthermore, I was provided real world exposure to the practice of family medicine and professional mentorship from Stanford faculty. I highly recommend the COMET Fellowship to any pre-health student who has a passion for family medicine and who desires to make a difference through research and clinical care.”

“My experience in Stanford Family Medicine has had a profound positive impact on my life. The culture of teamwork I experienced everyday provided me with the knowledge that the healthcare setting can be a warm and welcoming environment. The opportunity to room patients provided me with an active role in patient care. I’ve gained firsthand experience of thorough, patient- centered care under time constraints without sacrificing compassion. Having been involved in every step of the patient-care process, I’ve made friends, gained the ability to relate with children and adults, learned to effectively and efficiently distill dialogues into clean and concise notes, and become familiarized with the science and the art of medicine. This process isn’t without its challenges. And I’m saying it with joy, for they are the opportunities that helped me to transcend my limitations. In doing so, I’m grateful for the physicians and the chief scribe who have always been willing to teach and mentor, and for the staff and fellows whom I feel have become my family, supporting me each step of the way. I owe it to the people, the system, and the process of Stanford Family Medicine for being an instrumental part in coming to absolute clarity regarding my career path.”

“Scribing in the Family Medicine Clinic opened my eyes to the amazing world of Primary Care.

I knew coming into the fellowship that this was a special place, with physicians that wanted to share their cumulative knowledge of preventative care and promoting healthy lifestyles. Scribing with the COMET program has helped me grow as an individual personally and professionally. I know that my time here has provided me with insights into patient care and a general base of knowledge I will carry with me into medical school and beyond.”

“COMET has given me a solid clinical foundation as I start my training in medical school at Case Western Reserve University. From our very first lesson in which we discussed population health, I was immediately reminded of examples of population health management happening in Stanford Family Medicine, such as monitoring blood pressure trends and classes in diabetes management. My time at COMET has benefited me as we began clinical skills training, as every physician I worked under had amazing clinical skills I can only begin to emulate. By watching physicians run through review of systems and physical exams, I was already in familiar territory as I started asking questions for review of systems and performing physical exams myself.

Another asset that COMET has greatly benefited me in was familiarity with the SOAP (Subjective, Objective, Assessment, Plan) format. We have just begun learning how to write patient visit notes and giving oral presentations: both follow the SOAP format; which I am able to do quickly, much to the surprise of my preceptors in medical school. Lastly, I completed my time in COMET at Stanford Family Medicine, which has one of the best teams I have been a part of in the workplace. Currently I am part of an interprofessional learning team in which I train with nursing and physician assistant students regarding patient care. The value of mutual respect

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Copyright © by the Association of American Medical Colleges. Unauthorized reproduction is prohibited. 7 for each individual’s contributions allows me to work effectively with my peers in the clinical setting. This value was engendered in me during my time as a COMET fellow with the Stanford Family Medicine team.”

“I'd like to express my gratitude for the COMET fellowship in helping prepare me for my future as a PA! It gave me great insights to share during interviews--panels were impressed by how specifically I understood challenges faced by geriatric populations. it has also increased my confidence that healthcare is the right career path for me.”

“Working as a medical scribe gave me a hands-on experience about what it would be like to work as a physician. I learned good bedside manners, how to interact with patients and navigate visits. I would see the process of physicians making medical decisions and could study them on my own to understand why and how that decision was made. Part of my job was to write the assessment and plan on the visit note, and that required me to think as a physician would. This was difficult, but ultimately this was the part of the note that really helped expand my medical knowledge. I also greatly appreciated the incredible interactions I had with patients. One of my favorite things was seeing continuity patients, as they would remember me, and I would

remember them. It was exciting to see ongoing patient-physician relationships. I greatly value the mentoring relationship I had with all my providers. Working with a wide range of providers really allowed me to enrich my experience. I could ask questions about medical school and career advice, as well as medical questions about any patients we had seen that day. Seeing my providers act as mentors to all the scribes and medical students made me want to be like them - caring, kind, encouraging, with a teaching mindset. I hope to take their approach towards students and incorporate that into my own professional career later because I know how important it has been for me to receive such support, and I wish to give back what I have experienced. One of the takeaways for me has been that medicine is not just about hitting the books and gaining knowledge. It is not just about being book smart. There is such a big

humanistic component when it comes to be a good physician, and scribing has really driven that point home for me. It has made me more passionate about being active and doing stuff outside what you would normally do in a classroom. That involves taking initiative to start projects, volunteering and community service, advocating for certain causes, and researching about current issues in medicine. It also involves cultivating interpersonal skills and learning to

communicate professionally and compassionately. Finally, scribing has taught me the importance of primary care. My previous clinical experiences were limited to highly specific specialties, and while they were interesting, I did not know much about how hospitals were run or what doctors really did. Working in primary care was the thing that really diversified my experience.”

“COMET Scribe Fellowship was first taken as a once in a lifetime learning opportunity, yet it became more than that. It became the foundation of my nursing career and my vision for the future of healthcare. Transcribing for multiple providers was more than just enhancing patient to provider office experience. Instead, it was about giving patients the opportunity to be heard and feel valued. This fellowship gave me the exposure to multiple invaluable skills such as, medical diagnosing, physical examinations, critical thinking, prioritization, research, and therapeutic communication. Thanks to those skills and knowledge I was a step ahead in nursing school.

Stanford’s Family Medicine Clinic is the true definition of dedication and passion for

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Copyright © by the Association of American Medical Colleges. Unauthorized reproduction is prohibited. 8 preventative health. This program opened up many paths for me and shaped me into the type of nurse I will be in two weeks. Family Medicine is AWESOME! I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel. – Maya Angelou”

“I want to take the time out to express gratitude for giving me the opportunity to become part of the COMET family. I know the interview and entire selection process was very selective, and I feel honored to spend the next year with you all! When I interviewed, I was actually staying at a shelter for chronically homeless working individuals. I am so grateful because now I have on- campus housing, and I can’t explain how my souls feels right now. Back in LA, I didn’t have a place to study other than the library, and now I have a study space that is all mine! I promise to give my all. Thank you all for seeing a light in me that represents COMET fellows.”

From Faculty

“The scribe is a direct extension of me and my practice. As they grow, they gain insight, but have little to no medical training. Medical students have taken practice of medicine and have been trained in a systematic way to obtain and deliver information to patients and preceptors.

The scribe’s notes seem to be more detailed and thoughtful, however, it is likely because they are trained on our individual style.”

“As a student in the UCSF NP program, [she] is clinically informed and does an excellent job at interpreting, organizing and prioritizing the information generated during the patient visit. She was also very helpful in sharing her knowledge of EPIC, as I had just starting work at the time.

She is efficient in her note taking. I have had to make very few corrections or additions, none major, over the 2 plus months we have worked together. She also asks good questions and shares information from her own experience as a nurse and NP student.”

“[She] is such an asset, a delight, and a great partner. She is totally professional, yet also a fun person to be around. Her notes are just outstanding. She has shown tremendous growth and is writing assessments and plans that are on par if not better than my clerkship students. She totally reads my mind and has adapted to my thought process. I am thrilled for her and her pursuits regarding med school, but I will really miss her.”

“[She] has what it takes to be a medical professional. She is quick on the uptake, has good clinical intuition, and also has a very kind and humble presence with patients. When she does speak up, it is totally appropriate and welcome. My patients clearly don't mind and even enjoy having her in the room. She has wonderful insights and boundaries. She is a gem!”

“[Her] willingness to learn and adapt to my needs and preferences has been really great. She's got a positive attitude, and while she's eager to ask questions, she's also very respectful of my time when she recognizes that I have other things to get done (phone calls, etc.). It's been a very positive experience!”

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“Because scribes are present for several clinic sessions weekly throughout an entire academic year, the relationship is a much deeper one than that with a medical student who may be there for only a few sessions during their clerkship rotation. I see my scribe as a companion and assistant in the clinic setting.”

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Codebook Descriptions of the 7 Themes Identified in Participants’ Comments From Written Reflections, Clinical Observation and Medical Transcription Program, Stanford University School of Medicine, 2015–2020

Theme Description

Mentorship Participant makes direct or indirect comments related to mentorship, including (but not limited to) relationship between provider and scribe, having a role model, personal growth, and development of their

interests and/or skills; excludes comments related to career advice.

Clinical teaching Participant refers to teaching in the clinic setting, including (but not limited to) receiving feedback on their clinic notes, participating in or being taught portions of the physical exam; excludes comments related to didactic teaching.

Valued team

member Participant makes direct or indirect comments about being a valued team member, including (but not limited to) being part of a team, contributing to a greater purpose, receiving personal care and/or wellness.

Career advice Participant refers to an impact on their career decisions and goals;

excludes comments related to mentorship.

Scholarship Participant makes direct or indirect comments about opportunities to participate in or learn more about research, including (but not limited to) publication and/or presentation of scholarly works.

Application support Participant makes direct or indirect comments related to support received regarding application to graduate program(s), including (but not limited to) personal statements, letters of recommendation, and interview preparation.

Didactic teaching Participant refers to receiving didactic teaching, such as attending lectures, being directed to textbooks and online resources, or other traditional educational mediums; excludes comments related to clinical teaching.

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List of Scholarly Products Authored by Program Participants and Faculty, Clinical

Observation and Medical Transcription Program, Stanford University School of Medicine, 2016–2020

Briones C, Alejandre Y, Schillinger E, Montacute T. Reducing single-use plastics in the primary care setting. Poster accepted at: STFM Annual Spring Conference; May 2020; Salt Lake City, UT.

Carragee C, Nguyen C, Lin S. The effects of scribes on physician usage of the electronic health record. Oral presentation at: STFM Annual Spring Conference; April 2019; Toronto, ON.

Carragee C, Kofoed A, Lin S. Medical scribing in family medicine: an online curriculum for premedical students, medical assistants, and physician extenders. Poster presented at: STFM Conference in Medical Education; January 2017; Anaheim, CA.

Carragee C, Kofoed A, Lin S. Scribing as a strategy for family medicine pipeline development.

Round table presentation at: STFM Conference in Medical Education; January 2017; Anaheim, CA.

Carragee C, Lin S, Kofoed, A. Dynamic duos: Mentored scribe programs as a value-added educational experience for pre-health students. Poster presented at: STFM Annual Spring Conference; April 2016; Minneapolis, MN.

Chakraborty A. Assessment of the clinical approaches being used to manage purulent and nonpurulent cellulitis. Poster accepted at: STFM Annual Spring Conference; May 2020; Salt Lake City, UT.

Davis K, Montacute T, Shaikh F, Myers L, Teng V, Gourrier A, Shumba T. Leveraging procedural skills training to increase career interest in family medicine. Poster accepted at: STFM Annual Spring Conference; May 2020; Salt Lake City, UT.

Generalova O, Roy M, Hall ET, Velazquez B, Shah S, Fardeen T, Cunanan K, San Pedro-Salcedo M, Wakelee HA, Neal JW, Padda SK, Das M, Fan AC, Srinivas S, Fisher GA, Haraldsdottir S, Johnson TP, Chu G, McMillan A, Ramchandran K. Feasibility and design of a cloud-based digital platform in patients with advanced cancer. Poster presented at: ASCO Annual Meeting; May 2019;

Chicago, IL.

Gidwani R, Nguyen C, Kofoed A, Carragee C, Rydel T, Nelligan I, Sattler A, Mahoney M, Lin S.

Impact of scribes on physician satisfaction, patient satisfaction, and charting efficiency: a randomized controlled trial. Ann Fam Med. 2017;15(5):427-433.

Godenzi C, Leddy J. Development of an electronic health record training resource for a family medicine clerkship. Poster accepted at: STFM Annual Spring Conference; May 2020; Salt Lake City, UT.

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Copyright © by the Association of American Medical Colleges. Unauthorized reproduction is prohibited. 12 Hafer J, Lou T, Rydel T, Lin S. Going beyond “an apple a day”: What patients want their primary care physicians to know about nutritional counseling. Poster presented at: STFM Annual Spring Conference; May 2018; Washington, DC.

Hafer J, Wu X, Lin S. Impact of scribes on medical student education: a mixed-methods pilot study. Fam Med. 2018;50(4):283-286.

Harbert E. Developing standardized onboarding resources for students and preceptors in family medicine ambulatory sites. Poster accepted at: STFM Annual Spring Conference; May 2020; Salt Lake City, UT.

Hong G, Wang C, Lin S, Less J, Erbasi N, Folcarelli A. AI voice assistants' responses to questions about cancer screening. Poster accepted at: STFM Annual Spring Conference; May 2020; Salt Lake City, UT.

Jahng L, Kennel B, Lin S. Accessibility of over-the-counter birth control in the United States: A snapshot of the country. Poster presented at: STFM Annual Spring Conference; May 2018;

Washington, DC.

Jernick E, Lin S. On the fence between family medicine and OB/GYN? How to mentor undecided students. Round table presentation at: STFM Annual Spring Conference; May 2017; San Diego, CA.

Jimenez J, Harbert E, Teng V. Volunteerism in academic and community-based primary care providers. Poster accepted at: STFM Annual Spring Conference; May 2020; Salt Lake City, UT.

Kawamoto S, Kim J, Vargas-Olvera G, Rydel T. An hour of prevention is worth of pound of cure:

Stopping disease progression in prediabetic patients through education. Poster presented at: STFM Annual Spring Conference; April 2019; Toronto, ON.

Kenny K, Levchuk A, Schulze J, Montes M, Tirupasur A. Improving outcomes for asplenic patients. Poster presented at: STFM Annual Spring Conference; April 2019; Toronto, ON.

Ko R, Jani K, Sodji Q, Marriott D, Pickthorn W, Bush K, Maxim P, Diehn M, Loo B. Symptomatic cardiac events in patients with lung tumor near the heart treated with stereotactic ablative radiotherapy: A single institution experience. Poster presented at: ASTRO Annual Conference;

September 2019; Chicago, IL.

Le V, Tay M, Wu X, Lin S. Transforming the role of medical scribes to increase clinician and staff capacity. Round table presentation at: STFM Annual Spring Conference; May 2017; San Diego, CA.

Leddy J, Angelo P, Chen CY. Evaluation of a universal alcohol use screening initiative. Poster presented at: STFM Annual Spring Conference; April 2019; Toronto, ON.

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Copyright © by the Association of American Medical Colleges. Unauthorized reproduction is prohibited. 13 Lee K, Milan J, Yang J, Yoon A, Lin S. Identifying psychosocial barriers to behavioral activation in senior with depression. Poster presented at: STFM Annual Spring Conference; May 2018;

Washington, DC.

Lin S, Hong S, Earls S. The rise of team documentation: Impact on the Quadruple Aim and the future of medical education. Panel discussion accepted at: STFM Annual Spring Conference; May 2020; Salt Lake City, UT.

Lin S, Nelligan I, Montacute T. Impact of a family medicine minor procedure service on cost of care for a health plan. Oral presentation accepted at: STFM Annual Spring Conference; May 2020;

Salt Lake City, UT.

Lin S. The present and future of team documentation: the role of patients, families, and AI. Oral presentation at: Cambridge Healthtech Institute’s Digital Health Conference; March 2020; San Francisco, CA.

Lin S. The present and future of team documentation: the role of patients, families, and AI. Oral presentation at: American College of Cardiology’s Colloquium on AI; October 2019; San Francisco, CA.

Lin S. The present and future of team documentation: the role of patients, families, and AI. Oral presentation at: Stanford Medicine’s EHR National Symposium; October 2019; Stanford, CA.

Lin S, Sharpless L, Lee K, Hafer J, Teng V. Four years' experience with a medical scribe fellowship program: bringing joy of practice and joy of scholarship. Oral presentation at: STFM Annual Spring Conference; April 2019; Toronto, ON.

Lin S. Bridging the gap between premedical and medical education: The Stanford Medical Scribe Fellowship. Oral presentation at: STFM Conference in Medical Education; January 2017;

Anaheim, CA.

Lin S, Carragee C, Kofoed A. Scribing as an avenue for primary care pipeline development. Round table presentation at: STFM Annual Spring Conference; April 2016; Minneapolis, MN.

Lin S. A win-win-win strategy: integrating scribes into academic medical centers. Oral presentation at: STFM Annual Spring Conference; April 2016; Minneapolis, MN.

Lin S, Khoo J, Schillinger E. Next big thing: integrating medical scribes into academic medical centres. BMJ STEL. 2016;2(2):27-29.

Luh J, Thompson R, Lin S. Clinical documentation and patient care using artificial intelligence in radiation oncology. J Am Coll Radiol. 2019;16(9 Pt B):1343-1346.

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Copyright © by the Association of American Medical Colleges. Unauthorized reproduction is prohibited. 14 Montacute T, Suresh P, Lee K, Godenzi C, Feygin D. “Plugged in”: investigating pediatric screen time use in a primary care setting. Poster presented at: STFM Annual Spring Conference; April 2019; Toronto, ON.

Myers L, Mahoney M. Facilitators and barriers of ambulatory quality and population health implementation in an academic medical center. Poster accepted at: Conference on Practice &

Quality Improvement; September 2020; St. Louis, MO.

Nguyen C, Godenzi C, Garth M, Sattler A. Identifying and addressing barriers to HPV vaccination initiation and completion in a primary care setting. Poster presented at: STFM Annual Spring Conference; April 2019; Toronto, ON.

Nguyen T, Jernick E, Lin S. Identifying best practices for nurturing effective scribe-physician partnerships. Poster presented at: STFM Annual Spring Conference; May 2018; Washington, DC.

Nguyen T, Laniakea B, Lin S, Forest C. Creating a tool to measure the effectiveness of sexual orientation and gender identity sensitivity training. Poster presented at: STFM Annual Spring Conference; May 2017; San Diego, CA.

Reick-Mitrisin V, MacDonald M, Lin S, Hong S. Scribe impacts on US health care: benefits may go beyond cost efficiency. J Allergy Clin Immunol. 2020;145(2):479-480.

Robakis T, Jernick E, Williams K. Recent advances in understanding maternal perinatal mood disorders. F1000Res. 2017;6. pii: F1000 Faculty Rev-916.

Sattler A, Rydel T, Nguyen C, Lin S. One year of family physicians’ observations on working with medical scribes. J Am Board Fam Med. 2018;31(1):49-56.

Schulze J, Shumba T. Improving on-time patient arrival using pre-visit reminders. Poster accepted at: STFM Annual Spring Conference; May 2020; Salt Lake City, UT.

Sharpless L, Lin S. Identifying opportunities to improve domestic violence screening in a primary care system. Poster presented at: STFM Annual Spring Conference; May 2018; Washington, DC.

Sharpless L, Nguyen C, Singh B, Lin S. Identifying opportunities to improve intimate partner violence screening in a primary care system. Fam Med. 2018;50(9):702-705.

Shumba T. New frontiers: Roles for the current family medicine generation in global health. Round table accepted at: STFM Annual Spring Conference; May 2020; Salt Lake City, UT.

Teng V. Medical scribes in educational post-baccalaureate fellowships: Lessons learned about cross-institutional collaborations formed. Round table accepted at: STFM Annual Spring Conference; May 2020; Salt Lake City, UT.

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Copyright © by the Association of American Medical Colleges. Unauthorized reproduction is prohibited. 15 Teng V. Students leading group visits for weight management: Effective for students’ nutrition education and patients’ outcomes? Round table presentation at: STFM Conference on Medical Student Education; January 2020; Portland, OR.

Teng V, Masehi-Lano J, Hong S, Leddy J. Next steps for a medical scribe fellowship program:

Partnering with other institutions. Oral presentation at: STFM Conference on Medical Student Education; January 2020; Portland, OR.

Tirupasur A, Lin S. Effectiveness of a smartphone app for guiding pediatric ADHD medication selection. Poster presented at: STFM Annual Spring Conference; May 2018; Washington, DC.

Weinlander E, Yao J. Mind-body medicine collaborative visits in an academic family medicine faculty practice. Oral presentation at: STFM Conference on Practice Improvement; November 2017; Louisville, KY.

Wu X, Lin S. Impact of scribes on medical student education: a pilot study. Poster presented at:

STFM Annual Spring Conference; May 2017; San Diego, CA.

Xiang M, Chan C, Wang L, Jani K, Holdsworth SJ, Iv M, Pollom EL, Soltys SG. Physiological motion of the optic chiasm and its impact on stereotactic radiosurgery dose. Br J Radiol.

2019;92(1099):20190170.

Yao J, Lin S. Creating an antidepressant wheel to help family physicians choose antidepressants.

Poster presented at: STFM Annual Spring Conference; May 2017; San Diego, CA.