Grants Database
Explore our database of past grant projects.
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President’s Grant
2025
21st Century Physicianship- A longitudinal Curriculum to Equip Medical Students for the Ethical Challenges in Today’s Health Care Environment
Frank H. Netter MD School of Medicine at Quinnipiac University
This curriculum integrates visual thinking strategies (VTS), narrative ethics, and medical professionalism into clinical education to foster a more ethical, humanistic approach to medical practice. The curriculum addresses moral distress and burnout caused by systemic pressures in healthcare by helping students and faculty engage with real-world ethical challenges through reflection, art-based learning, patient stories, and group discussions. Faculty will be trained in VTS and collaborate with experts in narrative medicine and visual arts to strengthen the teaching of patient-centered care.
Principal Investigator: Siobhan Hollander MD; Siobhan Hollander MD, Director of Clinical Arts and Sciences, Frank H. Netter MD SOM at Quinnipiac University Ellen Pearlman MD, Senior Associate Dean of Medical Education, Frank H. Netter MD SOM at Quinnipiac University; Ellen Pearlman MD FACH FACP
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President’s Grant
2025
Creating the OpenNotes Medical School Consortium to Develop, Teach and Evaluate Open and Transparent Communication Skills
Beth Israel Deaconess Medical Center
This project will support a consortium of six medical schools to implement a patient-centered documentation curriculum for medical students to help them prepare medical records with the patient reader in mind. The project will disseminate curriculum that teaches best practice for patient-centered documentation and supports students’ ability to prepare open, transparent, and sensitive documentation and build trusting relationships with their future patients.
Principal Investigator: Robert Stern, MD, EdM; Anita Vanka, MD
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President’s Grant
2025
The Development of AI Competencies for Physician Development: A National Consensus Project to Advance Medical Education
Association of American Medical Colleges
This project will support the creation of a national set of competencies in artificial intelligence which would ensure that all medical learners – regardless of where they train – gain foundational knowledge in AI principles, understand its ethical and legal implications, and are equipped to collaborate with data scientists and technologists in health care settings. Ultimately the goal is to ensure that all learners and providers are prepared to deliver safe, effective care, while also leading in an evolving digital healthcare landscape.
Principal Investigator: Alison Whelan, MD; Alison Whelan, MD, Chief Medical Officer Lisa Howley, PhD, Senior Director for Transforming Medical Education; Lisa Howley, PhD, MEd
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President’s Grant
2025
Building Trust through Interprofessional Education (Build Trust)
The Arnold P. Gold Foundation
This evidence-based educational initiative is designed to strengthen interprofessional collaboration, ethical decision-making, and humanistic health care. Through scenario-based modules delivered during inpatient rounds, the program equips residents and nurses with practical tools and strategies to foster trust, safety, and kindness in patient care. Key challenges such as poor communication, erosion of patient trust, inadequate ethical training, and the decline of humanism in clinical practice will be addressed, with the overall goal of improving the overall healthcare and educational climate.
Principal Investigator: Dr. Kathleen Reeves, MD FAAP; Kathleen Reeves, MD, FAAP
- Increasing Collaboration
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President’s Grant
2025
Healthcare Equity and Retention in Obstetrics and Gynecology (HERO)
University of Michigan
The Healthcare Equity and Retention in Obstetrics and Gynecology (HERO) project is a national initiative investigating the mental health, moral distress, and systemic challenges faced by OBGYN residents across the US. Building on the Intern Health Study (HIS) initiative, HERO focuses on how regional disparities in access to reproductive healthcare impact physician well-being. The project aims to identify key stressors affecting the workforce and will inform evidence-based strategies to address workforce shortages, and retention, and ensure high-quality reproductive care.
Principal Investigator: Helen Kang Morgan, MD; Helen Kang Morgan, MD. Clinical Professor of Obstetrics and Gynecology
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President’s Grant
2025
Special issue of DIAGNOSIS commemorating the 10 year anniversary of the National Academy’s Improving Diagnosis in Health Care
Community Improving Diagnosis in Medicine (CIDM)
The Josiah Macy Jr. Foundation supports open access for a special issue of the journal DIAGNOSIS to commemorate the National Academy of Medicine’s landmark publication “Improving Diagnosis in Medicine.” Papers will describe research, pragmatic projects, education, equity, the role of artificial intelligence, and other aspects of training health professionals to reduce diagnostic error.
Principal Investigator: Edward P Hoffer MD, FACP, FACC, FACMI; Edward P Hoffer MD, Associate Professor of Medicine, part-time, Harvard Mark Graber MD, President, Comminutiy to Improve Diagnosis in Medicine
- Increasing Collaboration
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AI in Medical Education
2025
Artificial Intelligence Driven Assessment of Resident Surgical Skill Using Video Analysis of Incision Closures in Open Surgery
Beth Israel Deaconess Medical Center
The grant will leverage computer vision and AI methods to provide automated assessments of surgical skill in open procedures for surgical residents. Automated video analytics will be captured during incision closures from traditional room video and egocentric recording from smart glasses. The model’s outputs will then be available on a resident-facing web platform designed to support feedback and longitudinal skill tracking. The overall goal is to refine AI-based assessment for open procedures to augment feedback from educators and encourage targeted practice for surgical trainees.
Principal Investigator: Gabriel Brat MD, MPH, MSc; Gabriel Brat MD, MPH, MSc Guillaume Kugener, MD, Meng
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AI in Medical Education
2025
Communication Compass: AI-Enhanced Feedback System
NYU Grossman School of Medicine
Effective patient-physician communication is crucial for high quality health care, and timely, objective feedback is necessary to support learners’ communication skills. This project aims to create Communication Compass – an AI-powered system designed to offer personalized, real-time feedback by analyzing ambient audio from patient-physician interactions. This system will use advanced AI to assess communication across various dimensions and provide structured, rigorously validated feedback with real examples, improving communication and benefiting learners and patients alike.
Principal Investigator: Yuliya Yoncheva, PhD; Yuyila Yoncheva, PhD, research assistant professor Jesse Burk-Rafel, MD, MRes, associate professor; Jesse Burk-Rafel, MD, MRes
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AI in Medical Education
2025
Teaching Future Doctors to Team with AI: A Social Science Approach to Developing and Evaluating Training Methods for Clinical-AI Collaboration Across the ARiSE Network
Stanford
The ARiSE Research Network aims to train doctors to work with AI in order to help them confidently care for their patients and prioritize their safety while adapting to new medical technologies. The research team plans to use gold standard social science methodologies to understand how doctors are currently using AI in their clinical care and will run national randomized trials to determine which educational strategies truly boost doctor-AI teamwork in important clinical tasks like diagnosing illnesses, explaining care plans to patients, and coordinating treatment.
Principal Investigator: Adam Rodman, MD, MPH, FACP; Adam Rodman & Jonathan Chen; Jonathan H. Chen, MD, PhD
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President’s Grant
2024
Sustainability of Positive Impact of the C-Change Mentoring & Leadership Institute
Brandeis University
This project aims to assess the long-term impact of the C-Change Mentoring and Leadership Institute launched over 10 years ago through the support of the Josiah Macy Jr. Foundation. C-Change addresses inequities which limit career advancement for underrepresented medical school faculty, including people of color, women, and the LGBTQIA+ community. Data from the faculty participants and their matched controls will be evaluated to provide rigorous evidence of the long term efficacy of the mentoring model and encourage its broader adoption.
Principal Investigator: Linda Helen Pololi, MBBS, FRCP (hon); Linda Pololi