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Specializing In
- Hospital Medicine
Professional Summary
Education & Certifications
- Board Certification: American Board of Internal Medicine, Internal Medicine (2023)
- Residency: New York Presbyterian Cornell Campus Internal Medicine Residency (2012) NY
- Medical Education: Northwestern University Feinberg School of Medicine (2009) IL
- B.A., Northwestern University, Biology (2005)
Honors & Awards
- Arthur L. Bloomfield Award for Excellence in Clinical Teaching, Stanford University School of Medicine (2013)
- Chief Resident Award, Stanford Internal Medicine Residency Program (2023)
- Clinical Educator Award, Society of General Internal Medicine- California/Hawaii (2017)
- Divisional Teaching Award, Division of General Medicine Disciplines, Department of Medicine (2014)
- Excellence in Teaching Award, Stanford Health Care (2022)
- Henry J. Kaiser Family Foundation Award for Excellence in Clinical Teaching, Stanford University School of Medicine (2016)
- Henry K. Kaiser Family Foundation Award for Excellence in Clinical Teaching, Stanford University School of Medicine (2023)
Administrative Appointments
- Assistant Clerkship Director, Stanford Internal Medicine Core Clerkship (2018 - Present)
- Associate Program Director, Stanford Internal Medicine Residency Program (2019 - Present)
- Co-Director, Clinical Teaching Pathway of Distinction, Stanford Internal Medicine Residency Program (2015 - Present)
- Co-Director, Quarter VI: Transition to Clerkships, Stanford University School of Medicine (2015 - 2020)
- Director, Practice of Medicine Year 1, Stanford University School of Medicine (2017 - Present)
Publications
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The Five-Minute Moment.
Chi, J., Artandi, M., Kugler, J., Ozdalga, E., Hosamani, P., Koehler, E., … Verghese, A. (2016). The Five-Minute Moment. American Journal of Medicine, 129(8), 792–95. -
Annals for Hospitalists Inpatient Notes - Rituals in Chaos, the Sacred in the Profane.
Hosamani, P., & Verghese, A. (2017). Annals for Hospitalists Inpatient Notes - Rituals in Chaos, the Sacred in the Profane. Annals of Internal Medicine, 166(2), HO2-? -
Shared Decision-Making During Inpatient Rounds: Opportunities for Improvement in Patient Engagement and Communication.
Blankenburg, R., Hilton, J. F., Yuan, P., Rennke, S., Monash, B., Harman, S. M., … Xie, L. (2018). Shared Decision-Making During Inpatient Rounds: Opportunities for Improvement in Patient Engagement and Communication. Journal of Hospital Medicine. -
Is it Time to Re-Examine the Physical Exam?
Chi, J., & Hosamani, P. (2018). Is it Time to Re-Examine the Physical Exam? Journal of Hospital Medicine, 13(6), 433–34. -
Recognizing the Role of Language in the Hidden Curriculum of Undergraduate Medical Education: Implications for Equity in Medical Training.
Wong, B. O., Blythe, J. A., Batten, J. N., Turner, B. E., Lau, J. N., Hosamani, P., … Magnus, D. (2020). Recognizing the Role of Language in the Hidden Curriculum of Undergraduate Medical Education: Implications for Equity in Medical Training. Academic Medicine : Journal of the Association of American Medical Colleges. -
Student engagement in the online classroom: comparing preclinical medical student question-asking behaviors in a videoconference versus in-person learning environment.
Caton, J. B., Chung, S., Adeniji, N., Hom, J., Brar, K., Gallant, A., … Hosamani, P. (2021). Student engagement in the online classroom: comparing preclinical medical student question-asking behaviors in a videoconference versus in-person learning environment. FASEB BioAdvances, 3(2), 110–17. -
Effect of electronic clinical decision support on inappropriate prescriptions in older adults.
Singhal, S., Krishnamurthy, A., Wang, B., Weng, Y., Sharp, C., Shah, N., … Hom, J. (2021). Effect of electronic clinical decision support on inappropriate prescriptions in older adults. Journal of the American Geriatrics Society. -
Chatbot vs Medical Student Performance on Free-Response Clinical Reasoning Examinations.
Strong, E., DiGiammarino, A., Weng, Y., Kumar, A., Hosamani, P., Hom, J., & Chen, J. H. (2023). Chatbot vs Medical Student Performance on Free-Response Clinical Reasoning Examinations. JAMA Internal Medicine. -
TRAINING WITH INTERPRETERS AND LIMITED-ENGLISH PROFICIENCY PATIENTS IS VALUABLE TO DEVELOPING MEDICAL AND PHYSICIAN ASSISTANT STUDENTS' COMMUNICATION SKILLS
Nguyen, Q. Q., Flora, J. L., Chi, J., Hom, J., Kugler, J., Bryant, M., … Parker, J. (2023). TRAINING WITH INTERPRETERS AND LIMITED-ENGLISH PROFICIENCY PATIENTS IS VALUABLE TO DEVELOPING MEDICAL AND PHYSICIAN ASSISTANT STUDENTS' COMMUNICATION SKILLS. JOURNAL OF GENERAL INTERNAL MEDICINE. SPRINGER. -
Clinical Text Summarization: Adapting Large Language Models Can Outperform Human Experts.
Veen, D. V., Uden, C. V., Blankemeier, L., Delbrouck, J.-B. B., Aali, A., Bluethgen, C., … Chaudhari, A. (2023). Clinical Text Summarization: Adapting Large Language Models Can Outperform Human Experts. Research Square. -
Interpreter and limited-English proficiency patient training helps develop medical and physician assistant students' cross-cultural communication skills.
Nguyen, Q., Flora, J., Basaviah, P., Bryant, M., Hosamani, P., Westphal, J., … DiGiammarino, A. (2024). Interpreter and limited-English proficiency patient training helps develop medical and physician assistant students' cross-cultural communication skills. BMC Medical Education, 24(1), 185. -
Adapted large language models can outperform medical experts in clinical text summarization.
Van Veen, D., Van Uden, C., Blankemeier, L., Delbrouck, J.-B. B., Aali, A., Bluethgen, C., … Chaudhari, A. S. (2024). Adapted large language models can outperform medical experts in clinical text summarization. Nature Medicine.
Practice Locations
Stanford Hospital Stanford, CA
Stanford, CA
Stanford Hospital
300 - 500 Pasteur Drive
Stanford , CA 94304
More Clinic Information » Getting Here »Important Information about Our Organizations and Physician Affiliation
Stanford Health Care, Stanford Health Care Tri-Valley, and Stanford Medicine Partners are each independent nonprofit organizations that are affiliated with but separate from each other and from Stanford University. The physicians who provide care at facilities operated by Stanford Health Care, Stanford Health Care Tri-Valley, and Stanford Medicine Partners are faculty, foundation, or community physicians who are not employees, representatives, or agents of Stanford Health Care, Stanford Health Care Tri- Valley, or Stanford Medicine Partners. Stanford Health Care, Stanford Health Care Tri-Valley, and Stanford Medicine Partners do not exercise control over the care provided by such faculty, foundation, and community physicians and are not responsible for their actions.