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Pediatric Medical Education Research Collaborative (P-MERC)

The Pediatric Medical Education Research Collaborative (P-MERC) provides resources and support to members of the Department of Pediatrics who are interested in engaging in educational research and scholarship. Our goal is to help overcome the barriers to medical education scholarship and allow faculty, fellows, residents and other departmental staff to initiate and disseminate the high-quality products known to stem from this Department.

Stellar faculty members in various Sections of our Department have vast amounts of expertise in educational scholarship, research design and planning and are willing to consult and collaborate on projects.

We hope you find these resources helpful and look forward to working with you!

Melissa Langhan, MD, MHS

Consultations, Collaboration, and Mentorship

We are here for you! The P-MERC offers opportunities for one-time consultations, on-going project collaboration, and general mentorship in educational research and scholarship. Please fill out the request on Qualtrics here.

Mentorship Resources

A good mentor-mentee relationship isn’t always as easy to develop as it looks! Find some advice, tools and resources here to enhance your mentorship circle.



Mentorship Contract Examples:

Statistical Resources at Yale

Workshops and Conferences

Medical Educator Professional Development Repository

This repository (click here to view) is a communal resource for those in the Yale medical community looking to advance their medical education scholarship and find teaching opportunities. Please send any feedback, updates or inquiries to

Courses, Workshops, Certificates

Courses, Workshops, Certificates:

National and International Conferences:

Medical Education Writing Project Innovation Lab

This group meets on the 3rd Friday of the month at noon on Zoom.

What is it?

A collaborative meeting for medical educators to gather and support one another to develop, write and publish ideas relevant to medicine and medical education.

  • Pitch an idea to get feedback
  • Discuss your challenges with projects and writing
  • Meet others and form a new collaboration
  • Set a personal goal to accomplish by the next meeting – we are accountable to one another
  • Experience peer mentorship
  • Revise and edit abstract/publication drafts
  • Share practical solutions to common obstacles in finishing a project
  • Be inspired and encouraged

Who should come?

Anyone! The group is open to students, trainees, junior and senior faculty members from all Pediatric Sections, Med-Peds, and Pediatric surgical specialties.

Why should I come?

Writing groups have been shown to foster community, increase productivity, and lead to successful promotion.

Publications resulting from the Lab

Goldman MP, Campbell KL, Sousa D, Doolittle BR. A new skill is needed in the emergency department: Introducing ourselves properly. Acad Emerg Med. 2022 Jan;29(1):131-132. doi: 10.1111/acem.14414. Epub 2021 Nov 23. PMID: 34751968.

Langhan ML, Tiyyagura G. Revise and Resubmit. Acad Pediatr. 2022 Jul;22(5):711-712. doi: 10.1016/j.acap.2022.02.002. Epub 2022 Feb 10. PMID: 35151927.

Lee ME, Karnik R, Soffer G, Langhan M, Doolittle B. “Yale Medical Education Writing Project Innovation Lab – A Multidisciplinary Faculty Working Group Effectively Boosting Collaboration and Productivity.” Presented at: Medical Education Day at Yale 2023; June 1, 2023; New Haven, CT [virtual conference]. (Poster).

Lee ME, Price J, Schauer J, Carlozzi L, Virk K, Freeman K, Lee J, Johnston TA, Bhat A. Enhanced congenital cardiac surgery knowledge with multidisciplinary collaborative education series for paediatric cardiology fellows and nurse practitioners. Cardiol Young. 2023 Jul 26:1-5. Doi: 10.1017/S1047951123002603. PMID: 37493038.

References about Writing Groups

Steinert Y, McLeod PJ, Liben S, Snell L. Writing for publication in medical education: the benefits of a faculty development workshop and peer writing group. Med Teach. 2008;30(8):e280-5. doi: 10.1080/01421590802337120. PMID: 18946816.

Grzybowski SC, Bates J, Calam B, Alred J, Martin RE, Andrew R, Rieb L, Harris S, Wiebe C, Knell E, Berger S. A physician peer support writing group. Fam Med. 2003 Mar;35(3):195-201. PMID: 12670113.

Sonnad SS, Goldsack J, McGowan KL. A writing group for female assistant professors. J Natl Med Assoc. 2011 Sep-Oct;103(9-10):811-5. doi: 10.1016/s0027-9684(15)30434-x. PMID: 22364047.

Fleming LW, Malinowski SS, Fleming JW, Brown MA, Davis CS, Hogan S. The impact of participation in a Research/Writing Group on scholarly pursuits by non-tenure track clinical faculty. Curr Pharm Teach Learn. 2017 May;9(3):486-490. doi: 10.1016/j.cptl.2016.12.004. Epub 2017 Apr 29. PMID: 29233289.

Houfek JF, Kaiser KL, Visovsky C, Barry TL, Nelson AE, Kaiser MM, Miller CL. Using a writing group to promote faculty scholarship. Nurse Educ. 2010 Jan-Feb;35(1):41-5. doi: 10.1097/NNE.0b013e3181c42133. PMID: 20010271.

For more information, please contact:

Seminal Articles and Resources

High Level Summary of Yale Simulation Resources


  • Hospital simulation center- focus on hospital staff, improvement efforts
  • Application process for programs (services include educator consult, technician, resources)
  • Many pediatric simulators/skills trainers, educators/facilitators/technicians/actors
  • Course work: intro to sim/experiential learning, debriefing, advanced debriefing
Yale Center for Medical Simulation:
  • Medical school center- focus on students/university/research
  • Many pediatric simulators/skills trainers, educators/facilitators/technicians/actors
  • Course work: debriefing, journal clubs
  • ** sim fellowship, ** grants/research program
Other simulation centers/programs:
  • Standardized patient program: clinical skills rooms at medical school (Harkness)
  • Nursing school simulation center
  • EMS simulation center
  • Sim resources: PALS, NRP, EMS, VR, EMSC

Question Writing

  • Item Writing Guide and Free Online Item Writing Tutorial: The National Board of Medical Examiners (NBME) Item Writing Guide and Tutorial are resources for educators interested in learning how to write quality test items. The NBME Item Writing Guide incorporates lessons that NBME staff have learned from decades of collaborating and developing exam questions and conducting workshops with medical educators globally.
  • NBME Learning Resources: Unlocking Assessment is a new video series that helps students and residents see how a panel of their peers, as well as a team of licensed physicians, approach NBME® test questions used to measure their clinical knowledge. Each episode focuses on a different patient scenario and includes an interactive discussion.
  • United States Medical Licensing Examination (USMLE) Sample Items: Sample items for USMLE are available as a resource for educators and students.

Publishing In Medical Education

Publishing in Medical Education

Disseminate your work and let the world see what amazing advances in medical education are happening at Yale!

Annotated Bibliography of Journals for Educational Scholarship 2019: This update to the Annotated Bibliography of Journals for Educational Scholarship was coordinated by the SGEA in collaboration with members from the CGEA, NEGEA, WGEA. The Annotated Bibliography is provides scholars and researchers with detailed information about the topics, types of manuscripts, and audiences for more than 60 journals that publish health professions education manuscripts.

2022 and before

  • Katie Gielissen, MD, MHS, MedEd - "Entrustment Decision Making: It’s Not Just About the Learner", click here to view
  • Drs. Rachel Osborn and Ben Doolittle - "Autonomy vs. Supervision", click here to view
  • Janet Hafler, Ed.D - "Documenting Scholarly Activity", click here to view
  • Kimberly Hieftje, PhD - "The Use of XR (extended reality) in Health and Education", click here to view.
  • Heather Collette, MD, MHS-MEd - "Effective Virtual Teaching", click here to view.
  • Katherine Gieliessen, MD, and Sarita Soares, MD, FACP – "How Can We Help Struggling Learners? A Prescription for Success", click here to view.
  • Janet Hafler, EdD – "Documenting and Evaluating Educational Scholarship", click here to view.
  • Healther Dahlquist, MD - "Using Telemedicine to Teach Trainees", click here to view.
  • Melissa Langhan, MD - "Designing Scholarly Evaluation of Educational Research", click here to view.
  • Marc Auerbach, MD, MsC, Lindsay Johnston, MD, MEd, and Gunjan Tiyyagura, MD, MHS - "Pediatric Simulation-Based Medical Education at Yale: Best Practices, Resources, Opportunities", click here to view.
  • Dana Dunne, MD, MHS - "Importance of a Positive Learning Climate", click here to view.
  • Lindsay Johnston, MD, MEd - "Curriculum Development", click here to view.
  • Heather Dahlquist , MD - "Effective Teaching Using Zoom Part 1", click here to view.
  • Heather Dahlquist, MD - "Effective Teaching Using Zoom Part 2", click here to view.
  • Healther Dahlquist, MD - "Engaging Learners with PowerPoint and Game-Based Learning", click here to view.
  • Ben DooLittle, MD, MA Div - "A Renaissance Life, Joy, & Scholarship in Academic Medicine Session 2", click here to view.
  • Pnina Weiss, MD - "Curriculum Development Made Ridiculously Simple!", click here to view.
  • Uma Phatak, MD, MHS - "Direct Observation of Feedback in Medical Education", click here to view


Learning on the go? Explore some medical education podcasts:
  • "Pediatrics: Junior Faculty Development Series", listen here
  • "Medical Education Podcasts: Podcasts from the journal Medical Education", listen here
  • "Key Literature in Medical Education (KeyLIME)", listen here
  • "Journal of Graduate Medical Education: Hot Topics in MedEd", listen here

Top Medical Education Articles of 2022

Virtual interviewing for graduate medical education recruitment and selection: A BEME systematic review: BEME Guide No. 80 Daniel M, Gottlieb M, Wooten D, Stojan J, Haas MRC, Bailey J, Evans S, Lee D, Goldberg C, Fernandez J, Jassal SK, Rudolf F, Guluma K, Lander L, Pott E, Goldhaber NH, Thammasitboon S, Uraiby H, GraftonClarke C, Gordon M, Pawlikowska T, Corral J, Partha I, Kolman KB, Westrick J, Dolmans D. Medical Teacher. 2022; 44:1313-1331

Racial Bias on the Emergency Medicine Standardized Letter of Evaluation Kukulski P, Schwartz A, Hirshfield LE, Ahn J, Carter K. Journal of Graduate Medical Education. 2022;14:542-548.

Self-assessment: With all its limitations why are we still measuring and teaching it? Lessons from a scoping review
Yates N, Gough S, Brazil V Medical Teacher. 2022; 44:1296-1302

Creating a better learning environment: a qualitative study uncovering the experiences of Master Adaptive Learners in residency
Regan L, Hopson L, Gisondi M, Branzetti J BMC Medical Education, 2022; 22:141

Extending growth curves: a trajectory monitoring approach to identification and interventions in struggling medical student learners Landoll R, Bennion L, Maranich A, Hemmer P, Torre D, SchreiberGregory D, Durning S, Dong T Advances in Health Sciences Education. 2022; 27: 645-658.

Pediatric Residents’ Experiences With High-Value Care at an Academic Children’s Hospital
Seltz LB; Nathaniel E; Ball A; Jimenez S; Tchou M Journal of Graduate Medical Education. 2022; 14: 80-88

Experiences of Discrimination, Institutional Responses to Seminal Race Events, and Depressive Symptoms in Black U.S. Medical Students Milam AJ; Brown I; Johnson JE; McDougle L; Sousa A; Furr-Holden D Academic Medicine. 2022; 97: 876–883

How Prepared Are They? Pediatric Boot Camps and Intern Performance Rideout M, Schwartz A, Devon EP, Burns R, Skurkis CM, Carter M, Hartke A, Raszka Jr WV for the APPD LEARN/COMSEP Boot Camp Study Group Academic Pediatrics. 2022; 22: 1237-1245

Preparing Medical Students to Address Health Disparities Through Longitudinally Integrated Social Justice Curricula: A Systematic Review Draper JK, Feltner C, Vander Schaaf EB, Malchuk AM Academic Medicine. 2022; 97: 1226-1235.

Using Learning Analytics to Examine Differences in Assessment Forms From Continuous Versus Episodic Supervisors of Family Medicine Residents
Lee ASO, Donoff C, Ross S. Journal of Graduate Medical Education. 2022;14: 606-612

Narrative Assessments in Higher Education: A Scoping Review to Identify Evidence-Based Quality Indicators
Chakroun M, Dion VR, Ouellet K, Graillon A, Désilets V, Xhignesse M, St-Onge C Academic Medicine. 2022;97:1699-1706

ACGME Milestones in the Real World: A Qualitative Study Exploring Response Process Evidence
Maranich AM, Hemmer PA, Uijtdehaage S, Battista A Journal of Graduate Medical Education. 2022;14: 201-209

Bridge Builders: A Qualitative Study of Fellows’ Successful Supervision of Residents Chiel L*, Winthrop Z*, Huth K, Gross C*, Gomez A*, Marcus C, and Winn A Academic Medicine. 2022; 97:1195-1202.

Teaching Medical Students to Teach: A Narrative Review and Literature-Informed Recommendations for Student-as-Teacher Curricula
Cohen A, Steinert Y, Ruano Cea E Academic Medicine. 2022; 97:909-922

Med Ed Accomplishments

2023 Meeting Presentations

Council Of Medical Student Education in Pediatrics (COMSEP)

  • Beyond Feedback: Leveraging Coaching Skills To Achieve Learner Peak Performance
    Uma Phatak

Association of Pediatric Program Directors Spring Meeting

  • Flourishing-Focused Advising: Harnessing Milestones 2.0 Well-Being Assessments To Cultivate Trainee Thriving
    David Vermette, MD, MBA; Katherine Gielissen, MD, MHS; Benjamin Doolittle, MD, MDiv,
  • I Object! Conscientious Objection To Gender Affirming Care In Residency Training, Balancing Vulnerabilities
    Rachel Osborn, MD

Pediatric Academic Society

  • TeleVISION: Telesimulation Versus In-person Simulation Of Neonatal resuscitation skills
    Isabel Theresia Gross
  • Improving Emergency Preparedness in Pediatric Primary Care Offices: A Simulation-Based Multicenter Study
    Marc Auerbach
  • Pediatric Emergency Medicine (PEM) Fellows Experiences with Critical Event Debriefing: A National Cross-Sectional Analysis
    Alexandria Georgadarellis, Melissa L. Langhan.
  • In or Out of the Room? Describing Alignment Between Senior Pediatric Residents and Preceptors When Making Ad-Hoc Procedural Entrustment Decisions
    Michael P. Goldman, Martin D. Slade, Katherine Gielissen, Dana Dunne, Marc Auerbach.
  • Barriers and Facilitators to Using Entrustable Professional Activities in Pediatric Fellowships
    Melissa L. Langhan
  • The Community Pediatric Hospital Medicine Individualized Curriculum: Recommended Experiences
    Magna Dias
  • Selection and Recruitment Strategies Among Pediatric Training Programs and the Impact of Diversity: A Qualitative Study
    Michael P. Goldman, Gunjan Tiyyagura, Melissa L. Langhan.
  • Establishing Partnerships to Educate Pediatric Critical Care Providers in Resource-Limited Settings
    Brian S. Marcus, Michael F.. Canarie.
  • Perspectives on Global Health Education in Pediatric Hospital Medicine Fellowships in the U.S.
    Frances Y. Cheng.
  • Choosing Pediatric Trainees and Promoting Diversity: Residency and Fellowship Applicant Characteristics by Race, Ethnicity and Gender
    Melissa L. Langhan

Yale Medical Education Day

  • Learn Well: Creating Psychological Safety in the Clinical Learning Environment
    Andrea Asnes
  • Assessment Challenges: How to Improve Written Evaluations, Assessments of Teams, and Simulated Participant Encounters
    Marc Auerbach
  • Pediatric Critical Care Nursing Education and Distance Simulation in Accra, Ghana
    Marie Nader, MD, Clinical Fellow, Pediatric Critical Care

New Leadership Positions

  • Uma Phatak – Director of YSM Medical Education
  • Annette Cameron – Pedialink Editorial Board
  • Melissa Langhan – APPD Supporting Medical Education Research Fellow Scholars executive council


  • Lindsay Johnston
    14th Annual First Year Neonatology Fellows' Regional Boot Camp
    Mead Johnson Nutritional Group
  • Marc Auerbach
    Improving care for Pediatric TBI in rural and underserved communities
    Toyota Corporation
  • Beverley Sheares
    ATF Proposal: Incorporation and Evaluation of Health Equity Content into a Medical School Curriculum
    Robert Wood Johnson Foundation
  • Melissa Langhan
    Supporting Pediatric Subspecialty Trainees Through Remediation: The Fellowship Directors’Perspective
    Association of Pediatric Program Directors

Funding Resources

National/International Awards:

Let’s put Yale Educators on the map! Nominate a colleague for one of these awards!

AAMC Award for Excellence in Medical Education

The AAMC Award for Excellence in Medical Education honors an individual or a team of two individuals whose contributions have had a demonstrable impact on advancing medical education. As the AAMC’s most prestigious honor, the AAMC Award for Excellence in Medical Education recognizes the highest standards in medical education.

Alpha Omega Alpha Robert J. Glaser Distinguished Teacher Awards

The Alpha Omega Alpha (AΩA) Robert J. Glaser Distinguished Teacher Awards were established by the AΩA medical honor society in 1988 to recognize faculty members who have distinguished themselves in medical student education. The award is named for longtime AΩA executive secretary Robert J. Glaser, MD. The Alpha Omega Alpha Robert J. Glaser Distinguished Teacher Awards recognize outstanding contributions to medical education made by gifted teachers. Up to four awards are granted each year.

Herbert W. Nickens Award

The Herbert W. Nickens Award is given to an individual who has made outstanding contributions to promoting justice in medical education and health care equity in the United States. Dr. Herbert W. Nickens was the founding vice president of the AAMC Division of Community and Minority Programs, now Equity, Diversity, & Inclusion. Dr. Nickens’ passionate leadership contributed greatly to focusing national attention on the need to support underrepresented racial and ethnic minorities in medicine. The awardee receives the Nickens Award and a $10,000 prize. The awardee will also present the Nickens Lecture at Learn Serve Lead 2022: The AAMC Annual Meeting in Nashville, TN.

Herbert W. Nickens Faculty Fellowship

This award recognizes an outstanding junior faculty member who demonstrates leadership potential in addressing inequity in medical education and health care; demonstrated efforts in addressing educational, societal, and health care needs of racial and ethnic minorities in the United States; and is committed to a career in academic medicine. The recipient receives a $25,000 grant to support a project performed in the United States to support racial and ethnic minorities. Funding for the fellowship begins in November of the year the fellowship is awarded. The recipient will be required to submit a final narrative and financial report by November 2024.

AAMC Curricular Innovation Awards

The AAMC Curricular Innovation Awards highlight the innovative ways AAMC member institutions are working to advance the education of students, residents, and practicing physicians about opioids, substance use disorder, and pain management. The awards, in partnership with the Samueli Foundation, recognize the leadership of medical education programs at the undergraduate, graduate, and continuing education levels that provide innovative pain, substance use, and addiction training, including nonpharmacological approaches to patient care. Awardees received $2,500 each and will be invited to present their work during a national webinar and encouraged to submit it to MedEdPORTAL for peer-reviewed publication.

Merrell Flair Award in Medical Education

To honor an individual who has made a major contribution over a significant time period to the process or administration or transmission of information regarding medical education in North America.

Miriam Friedman Ben-David Award

In memory of the late Miriam Friedman Ben-David, AMEE created a new Educator’s Award. AMEE Invites Nominations for this award on an annual basis. The Miriam Friedman Ben-David New Educator Award will go to a person who has made an extraordinary effort and contribution within the field of medical education in terms of design/implementation of innovative methods or approaches to teaching, curriculum, courses, assessment, evaluation of education or faculty development. This may be in undergraduate or postgraduate medical education, or in continuing professional development, and may take place at a local, regional, national or international level.

Ian Hart Award

This award is in memory of the late Ian Ritchie Hart and has been established to recognize an individual who has made an exceptional contribution to undergraduate, postgraduate or continuing medical education at a local, national, regional or international level. The award winner will have demonstrated the creativity, diligence, agility and leadership necessary to significantly advance the field of medical education. The individual will have demonstrated their achievements through their contributions to curriculum planning, teaching and learning, assessment, education management or some other aspect of medical education. The award will be made biennially.

Carol Berkowitz Award for Advocacy and Leadership in Pediatric Medical Education

The Carol Berkowitz Award for Advocacy and Leadership in Pediatric Medical Education honors a Program Coordinator for extraordinary or innovative contribution(s) of advocacy and leadership in pediatric medical education at a national level through APPD.

Robert S. Holm, MD Leadership Award

The Robert S. Holm, MD Leadership Award honors an APPD member (past or present) for extraordinary contribution in leadership and support of other program leaders as a mentor, advisor or role model at a national level through APPD.

Walter W. Tunnessen, Jr. MD Award for the Advancement of Pediatric Resident Education

The Walter W. Tunnessen, Jr. MD Award for the Advancement of Pediatric Resident Education honors an APPD member (past or present) for extraordinary or innovative contribution(s) in pediatric graduate medical education at a national level through APPD.

Barbara Ross-Lee, DO Diversity, Equity, and Inclusion Award

The Barbara Ross-Lee, DO Diversity, Equity, and Inclusion Award recognizes efforts to achieve diversity, equity, and inclusion in the graduate medical education (GME) community. This award celebrates initiatives in which diverse learners are developed, diverse faculties are constructed, and the GME community embraces differences and highlights them as examples of what is achievable. The award recognizes ACGME-accredited Sponsoring Institutions and programs, as well as specialty organizations working to diversify the underrepresented physician workforce and create inclusive workplaces that foster humane, civil, and equitable environments.

Click here for award information.

Debra L. Dooley GME Program Coordinator Excellence Award

The Debra L. Dooley GME Program Coordinator Excellence Award is given to program coordinators in recognition of their in-depth understanding of the accreditation process, excellent communication and interpersonal skills, and projects to improve graduate medical education programs.

John C. Gienapp Award

The ACGME John C. Gienapp Award honors those that have dedicated themselves to graduate medical education and have made outstanding contributions to the enhancement of residency education and ACGME accreditation activities.

Parker J. Palmer Courage to Teach Award

The Parker J. Palmer Courage to Teach Award honors program directors who find innovative ways to teach residents and to provide quality health care while remaining connected to the initial impulse to care for others in this environment. Parker J. Palmer’s book The Courage to Teach promotes the concept of "living divided no more," which has proven relevant to teaching in academic health centers.

Section on Early Career Physicians Excellence in Education Award

The AAP Section on Early Career Physicians (SOECP) invites nominations for the 2021 AAP SOECP Excellence in Education Award. One individual or entity of the American Academy of Pediatrics is awarded the SOECP Leadership in Advocacy Award each year. The award recipient will be honored during a virtual SOECP Networking and Awards Reception in 2021. The award provides full general registration for the 2021 AAP National Conference and Exhibition and a $1,000 honorarium.