Overview & Background of Medical Education Fellowships

There are continuous calls for quality improvement in content, process, and outcomes of medical education across the continuum, from undergraduate training, residency training to Continuing Medical Education (CME). With the goal of continuous improvement of medical education, it is important to have faculty members prepared to take on educational leadership roles to lead these efforts. These faculty members might be called upon to assist their departments in identifying essential learning objectives, designing effective educational experiences, improving assessment of performance, or evaluating the quality and impact of existing programs. Although faculty members have historically taken on this type of leadership without formal preparation, the Medical Education Fellowship is intended to develop needed competencies within medical education.

Applications for the Medical Educaiton Fellowship programs will be accepted March 1 - April 15 2023. All applicants will fill out the online application form and include a 200-word (or fewer) statement on their career aspirations as a medical educator. MEF 1 applicants will be asked to upload a PDF of their curriculum project description (500-word limit) with their application and send one (1) letter of reference to mef@mednet.ucla.edu. MEF 2 applicants will be asked to upload a PDF of their educational research proposal (2-page limit, including Statement of Problem; Specific Aims; Research Design & Methods; Anticipated Outcomes; References) with their application. 

Contact mef@mednet.ucla.edu with any questions. 

MEF Alumni

Current and alumni Medical Education Fellows are engaged in a variety of scholarly pursuits, including medical education research. The following publications display the depth and breadth of fellows' contributions to the research base in medical education. Contact mef@mednet.ucla.edu if you have a publication in medical education research not listed below, or to notify the program of your in-press publication(s)!


  • Christine Thang, Samantha Kucaj, Heather Forkey, Nathalie Lopez, Andrea Ocampo, Moira Inkelas, Holly Wilhalme, Moira Szilagyi, Training Pediatric Interns to be Trauma-Responsive Providers by Adapting a National Evidence-Informed Curriculum for Pediatricians, Academic Pediatrics, Volume 23, Issue 1, 2023, Pages 219-221,ISSN 1876-2859, https://doi.org/10.1016/j.acap.2022.02.020.


  • Education Research: The Effect of an X + Y Schedule Model on Neurology Residency Training.
    Shuvro Roy, Katherine Fu, Timothy E. Ryan, Yvette Bordelon, Charles C. Flippen, Adrienne M. Keener
    Neurol Edu Dec 2022, 1 (2) e200017; DOI:10.1212/NE9.0000000000200017
  • Gustafson S, Poitevien P, Acholonu R, Blankenburg R, Fromme HB. Opportunities for Mitigating Bias in the Process and Priorities for Pediatric Chief Resident Selection. Acad Pediatr. 2022;22(2):319-323.
  • Hotez, E., Ayoub, M., Rava, J., Jawadi, Z., Rosenau, K. A., Taiclet, L., ... & Kuo, A. A. (2022). Medical Students’ Perceptions, Knowledge, and Competence in Treating Neurodivergent, Disability, and Chronic Illness (NDCI) Populations: Results from a Cross-Sectional Study. International Journal of Medical Students.
  • Schumm MA, Dacey MJ, Moore AM, Graham DS, Tillou A, Chen DC, MacQueen IT, Wagner JP. A hybrid remote surgery clerkship curriculum during the COVID-19 pandemic: Lessons learned and future perspectives. Am J Surg. 2021 Nov 12:S0002-9610(21)00666-8. doi: 10.1016/j.amjsurg.2021.11.007. Epub ahead of print. PMID: 34794727; PMCID: PMC8585550. 
  • Schwab K, Sherman AE, Wang T, Melamed KH. A Prospective Trial of In-House Overnight Critical Care Fellow Coverage: Impact on Education, Wellbeing, and Patient Safety. ATS Scholar. In press.


  • Barczi, S., Hidlebaugh, E., Holliday, A., Kumar, C., Lee, J., Lewis, B., ... Sehgal, M. (2021). AGS/ADGAP Geriatrics Curriculum for Residency Programs. In Geriatrics Care Online. Retrieved from AGS/ADGAP Geriatrics Curriculum for Residency Programs 
  • Efe C. Ghanney Simons MD, Carol J. Bennett MD, The First Black Woman in Urology in the United States, Urology (2021), doi:
  • Efe C. Ghanney Simons MD, Aileen Arevalo, Samuel L. Washington III MD, MAS, Serena Does PhD, Lorna Kwan MPH ,
    Anissa V. Nguyen MPH, Tracy M. Downs MD, Clarence H. Braddock III MD, MPH, MACP, Christopher Saigal MD, MPH, Trends in the Racial and Ethnic Diversity in the US Urology Workforce, Urology (2021), doi: https://doi.org/10.1016/j.urology.2021.07.038 
  • Efe C. Ghanney Simons MD, Associate Professor of Surgery (Urology) Simone Thavaseelan Christopher Saigal MD, MPH, Tracy Downs MD, Diversifying Graduate Medical Education & the Urology Workforce: Re-imagining our Structures, Policies, Practices, Norms & Values, Urology (2021), doi: https://doi.org/10.1016/j.urology.2021.06.011 
  • Feeney, C., Hotez, E., Wan, L., Bishop, L., Fernandes, P., Timmerman, J., Kuo, A.A., & Haley, M. (2021). A National Survey of Health Care Transition Curriculum Delivery by Med–Peds Residency Programs. Cureus 13(12). DOI:10.7759/cureus.20327
  • Hartman N, Jordan J, Gottlieb M, Mahler S, Cline D. A Model Research Curriculum for Emergency Medicine Residency: A Modified Delphi Consensus. AEM E&T 2021; 5(2):e10484 https://doi.org/10.1002/aet2.10484
  • Heldt JP, Agrawal A, Loeb R, et al. We're Not Sure We Like It but We Still Want More: Trainee and Faculty Perceptions of Remote Learning During the COVID-19 Pandemic. Academic Psychiatry : the Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry. 2021 Feb. DOI: 10.1007/s40596-021-01403-4.
  • Jordan J, Missaghi B, Douglass A, Tolles J.  A Comparison of Active Learning Techniques: Audience Response Lecture vs. Small Group Learning. AEM E&T 2021; 5(2):e10464. https://doi.org/10.1002/aet2.10464
  • Gelberg L, Edwards ST, Hooker ER, Niederhausen M, Shaner A, Cowan B, Warde C.  Integrating Interprofessional Trainees into a Complex Care Program for Homeless Veterans: Effects on Health Services Utilization.  (Accepted JGIM 2021)


  • Jordan J, Bavolek RA, Dyne PL, Richard CE, Villa S, Wheaton N. A Virtual Book Club for Professional Development in Emergency Medicine. West J Emerg Med. 2020;22(1):108-114. doi: 10.5811/westjem.2020.11.49066
  • Love J, Doty CI, Smith JL, Jordan J, Deiorio NM, Van Meter MW, Edens MA, Hegarty C.  The Emergency Medicine Group SLOE as a Workplace Based Assessment:  The Validity is in the Detail. West J Emerg Med. 2020;21(3):600-609. doi: 10.5811/westjem.2020.3.45077
  • Warde, C., Soh, M., Stuber, M., Tilden, V., Gelberg, L. (2020). Development of a Pilot Program in Team Performance for Interprofessional Learners Caring for Homeless Veterans. Journal of Interprofessional Education & Practice, 20: https://doi.org/10.1016/j.xjep.2020.100323
  • Wood DB, Jordan J, Cooney R, Goldflam K, Bright L, Gottlieb M. Conference Didactic Planning and Structure: An Evidence-Based Guide to Best Practices from the Council of Emergency Medicine Residency Directors. West J Emerg Med. 2020;21(4):999-1007 doi: 10.5811/westjem.2020.5.46762
  • Wu, Shirley, Nicholas Jackson, Spencer Larson, and Katherine T. Ward. “Teaching Geriatrics and Transitions of Care to Internal Medicine Resident Physicians.” Geriatrics, 2020 Oct;5(4):E72. PubMed PMID: 33050060.


  • Coates WC, Yarris LM, Clark S, Runde D, Fowlkes E, Kurth J, Yarris L, Jordan J.  Research Pioneers in Emergency Medicine--Reflections on Their Paths to Success and Advice to Aspiring Researchers: A Qualitative Study.  Ann Emerg Med. 2019; 20(1):105-110 https://doi.org/10.1016/j.annemergmed.2018.10.033
  • Douglass A, Yip K, Lumanauw D, Fleischman R, Jordan J, Tanen D.  Resident Clinical Experience in the Emergency Department: Patient encounters by post-graduate year. AEM E&T 2019; 3(3):243-250. https://doi.org/10.1002/aet2.10326
  • Hopson LR,  Dorfsman ML, Branzetti J, Gisondi MA, Hart D, Jordan J, Cranford J, Williams S, Reagan L.  Comparison of the Standardized Video Interview and Interview Assessments of Professionalism and Interpersonal Communication Skills in Emergency Medicine.  AEM E&T 2019; 3(3):259-268. https://doi.org/10.1002/aet2.10346
  • Jordan J, Dorfsman M, Wagner MJ, Wolf S.  The Council of Emergency Medicine Residency Directors Academy for Scholarship Coaching Program: Addressing the Needs of Emergency Medicine Educators.  West J Emerg Med. 2019;20(1):105-110  10.5811/westjem.2018.9.39416
  • Jordan J, Shah K, Phillips AW, Hartman N, Love J, Gottlieb M.  Use of the “Step-Back” Method for Education Research Consultation at the National Level: A Pilot Study.  AEM E&T 2019; 3(4): 347-352. https://doi.org/10.1002/aet2.10349
  • Jordan J, Watcha D, Cassella C, Trivedi S, Kaji AK.  Impact of a Mentorship Program on Medical Student Burnout. AEM E&T 2019; 3(3):218-225. https://doi.org/10.1002/aet2.10354
  • Kraut A, Caretta-Weyer H, Manthey D, Omron R, Kuhn G, Wolf S, Jordan J, Kornegay J.  The Flipped Classroom: A Critical Appraisal of the Literature. West JEM 2019;20(3):527-536 doi: 10.5811/westjem.2019.2.40979
  • Moore, E.M., Soh, M., Stuber, M., Warde, C. (2019). Wellbeing for Trainees Caring for Homeless Veterans.  The Clinical Teacher 2019; 16: 367–372

  • Pedigo R, Tolles J, Watcha D, Kaji A, Lewis R, Stark E, Jordan J.  Teaching Endotracheal Intubation Using a Cadaver versus Mannequin-based Model: A Randomized Control Trial. West J Emerg Med. 2019;21(1):108-114. doi: 10.5811/westjem.2019.10.44522
  • Warde, C., Giannitrapani, K.F., Pearson, M.L. (2019). Teaching primary care teamwork: a conceptual model of primary care team performance. The Clinical Teacher, 16:1-7

  • Warde CM, Linzer M, Schorling JB, Moore EM, Poplau S. (2019).  Balancing Unbalanced Lives: A Practical Framework for Personal and Organizational Change.  Mayo Clin Proc Inn Qual Out; 3(1):97-100.