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Berkheimer Faculty Education Scholar Grant Winners

2014 Grant Winners

Amit Pahwa
Amit Pahwa


Hopkins Faculty Team

Amit K. Pahwa, MD
Assistant Professor of Medicine and Pediatrics
Danelle Cayea, MD, MS
Assistant Professor of Medicine
Associate Vice-Chair for Education, Department of Medicine


Danelle Cayea
Danelle Cayea





Project Title: Improving Medical Students' Practice of High Value Care


Abstract of Project

Medicare data shows that almost $750 billion dollars per year is spent on unnecessary services. Governing bodies of undergraduate and graduate medical education now want training at both levels to focus on educating trainees to reduce this waste through high value care. The AAMC expects students entering residency to perform cost effective testing but over half of students feel their training in medical economics is inadequate. In order to combat this, we propose an innovative curriculum to improve the practice of high value care through the Medicine Core Clerkship. The curriculum will use an online game with feedback and small group discussion to effect change in third year medical students' knowledge, attitudes, and skills in participating in high value care. Assessment will be through performance on a standardized patient, the game itself, and student survey.


2013 Grant Winner

Scott Stephens
Scott Stephens


R. Scott Stephens, MD
Assistant Professor, Medicine, Division of Pulminary and Critical Care Medicine



Project Title: Educational Efficacy of a Required Clerkship in Critical Care Medicine


Abstract of Project

The skills learned in an ICU are widely applicable to nearly all fields of medicine, and most residents must rotate through an intensive care unit during their traning. Despite this, few medical schools provide structured instruction in critical care medicine to medical students. The required Advanced Clerkship in Critical Care was instituted at Johns Hopkins to fill this need. Though completion of this clerkship has increased selfperceived student comfort with critically ill patients, there are no objective data to confirm the effectiveness and long-term impact of this clinical experience. Similarly, there are no current data on undergraduate critical care education at other US medical schools. Therefore, we propose to study the effect of this clerkship on important knowledge and skills outcomes. Specifically, we will use validated test data and scored medical and communication simulations to determine the efficacy of this clerkship. We will also design and perform a survey of United States medical schools to determine the current status of undergraduate education in critical care. Objective 1 and 2 will document and disseminate the design and short-term effectiveness of our curriculum for an advanced clerkship in critical care medicine. Objective 3 will document critical care training needs in US medical schools. These data will be of vital importance in improving curricula for undergraduate critical care education here and disseminating them to other medical schools.


2012 Grant Winners

Berkheimer Winners
Robert Dudas
Barry Solomon
Michael Barone

Hopkins Faculty Team

Robert A. Dudas, MD
Assistant Professor, Pediatrics
Attending Pediatrician, Johns Hopkins Bayview Medical Center and Johns Hopkins Hospital
Director, Pediatric Hospitalist Program, Johns Hopkins Baview Medical Center
Barry Solomon, MD, MPH
Associate Professor, Pediatrics
Medical Director, Harriet Lane Clinic
Faculty Co-Leader, Helen B. Taussig College, Colleges Advisory Program
Core Faculty, Women's & Children's Health Policy Center and�Adjunct Faculty, Center for Injury Research & Policy, Johns Hopkins Bloomberg School of Public Health
Michael A. Barone, MD, MPH
Associate Professor, Pediatrics
Director of Medical Student Education, Department of Pediatrics
Assistant Dean for Student Affairs, Johns Hopkins University School of Medicine
Attending Pediatrician, Johns Hopkins Hosptial, St. Agnes Hospital and Johns Hopkins Bayview Medical Center






Project Title: Interprofessional Learning in Child Health: Developing, Implementing and Evaluating an Innovative Curriculum for Medical and Nursing Students at Johns Hopkins University 


Abstract of Project

National health reforms are increasingly requiring health professionals to collaborate in teams.  New accreditation standards require evidence that professional schools are preparing their graduates with interprofessional experiences to better prepare them for this newly emerging health environment. Interprofessional education is believed to be a necessary step along the path toward improved interprofessional collaboration and ultimately improved patient outcomes. This proposed educational project is the first of its kind at the Johns Hopkins University and seeks to develop, implement and evaluate novel curricular interventions to engage students from the JHU Schools of Nursing and Medicine. By utilizing multiple educational strategies based upon sound adult learning theory principles, these learning methods (high-fidelity simulation, standardized patient scenarios and team-based learning) will be designed to promote collaboration in the healthcare setting with the potential to improve the quality of care delivered to patients.


2011 Grant Winner

Susan Lehmann
Susan Lehmann
Susan W. Lehmann, MD
Associate Professor, Psychiatry and Behavioral Sciences
Director, Geriatric Psychiatry Day Hospital Program
Director, Geriatric Psychiatry Clinic at Johns Hopkins Hospital
Director, Psychiatric Clerkship
Co-Director, Psychogeriatric Clinic, Johns Hopkins


Project Title: Development of a Geriatric Psychiatry Curriculum for Medical Students in the Clinical Years


Abstract of Project

Currently, 13% of the U.S. population is 65 or older, but this number is anticipated to grow to 20% over the next 20 years. As a result, the mental health needs of older adults are expected to increase significantly in the coming decades. Despite reports from the Institute of Medicine and other professional groups about the need to expand geriatric education, there is growing concern that the numbers of geriatricians and geriatric psychiatrists will be grossly inadequate to meet national clinical needs. Indeed, most mental health care for older Americans will be provided by physicians who are not trained geriatric specialists. Thus, it is of paramount importance for medical school educators to ensure that all medical students have a firm grounding in the basic principles of geriatric mental health care and in the psychiatric assessment of older adults. However, an appropriate curriculum in geriatric mental health for medical students has yet to be defined and currently does not exist. As a geriatric psychiatrist for over 20 years and psychiatry clerkship director for over 7 years I have presented nationally about the need for medical educators to address this curricular deficiency, and I have worked to enhance to geriatric mental health education within the Johns Hopkins University School of Medicine psychiatry clerkship. However, I have not had the resources or the time to devote to creating such a curriculum, which is sorely needed on the national level. As a Berkheimer Education Scholar, I will deepen my own knowledge and skills in curriculum development and will use them to create a workable geriatric psychiatry medical student curriculum and educational modules that can be implemented by clerkship directors nation-wide to improve the education of medical students and better prepare them for the older patients they will care for in the future.

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