EDUCATION

Graduate Degree

MSW
  • Smith College , Northampton , MA

Graduate Degree

Clinical Effectiveness
  • Harvard School of Public Health , Boston , MA

Medical School

  • Harvard Medical School , 1991 , Boston , MA

Internship

Pediatrics
  • Boston Children's Hospital , Boston , MA

Residency

Pediatrics
  • Boston Children's Hospital , Boston , MA

Fellowship

Pediatrics
  • Massachusetts General Hospital , Boston , MA

CERTIFICATIONS

  • American Board of Pediatrics, General Pediatrics
  • Licensed Independent Clinical Social Worker (LICSW)

PUBLICATIONS

Publications powered by Harvard Catalyst Profiles

  1. Mental health and wellbeing of children and adolescents during the covid-19 pandemic. BMJ. 2021 08 24; 374:n1730. View abstract
  2. Embedding shared interprofessional values in healthcare organizational culture: The National Academies of Practice experience. Journal of Interprofessional Education & Practice. 2021; 23(June):100348. View abstract
  3. BMJ Opinion. Keeping children emotionally healthy during the covid-19 pandemic. 2020. View abstract
  4. Answering the Challenge: Diversity, Equity, and Inclusion as a Key to Professionalism. Am J Med. 2020 06; 133(6):e333. View abstract
  5. Views of institutional leaders on maintaining humanism in today's practice. Patient Educ Couns. 2019 10; 102(10):1911-1916. View abstract
  6. Interprofessional Learning to Improve Communication in Challenging Healthcare Conversations: What Clinicians Learn From Each Other. J Contin Educ Health Prof. 2019; 39(3):201-209. View abstract
  7. Identifying intangible assets in interprofessional healthcare organizations: feasibility of an asset inventory. J Interprof Care. 2019 Sep-Oct; 33(5):583-586. View abstract
  8. Healthcare at the Crossroads: The Need to Shape an Organizational Culture of Humanistic Teaching and Practice. J Gen Intern Med. 2018 07; 33(7):1092-1099. View abstract
  9. Communication with Children and Families. In: Kline MW, Blaney SM, Giardino AP, Orange JS, Penny DJ, Schutz GE, et al (eds). Rudolph’s Pediatrics, 23rd edition. 2018; 6-13. View abstract
  10. A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers. Acad Med. 2017 12; 92(12):1680-1686. View abstract
  11. How physicians draw satisfaction and overcome barriers in their practices: "It sustains me". Patient Educ Couns. 2017 Dec; 100(12):2320-2330. View abstract
  12. Development of a Standardized Kalamazoo Communication Skills Assessment Tool for Radiologists: Validation, Multisource Reliability, and Lessons Learned. AJR Am J Roentgenol. 2017 Aug; 209(2):351-357. View abstract
  13. Development of a Brazilian Portuguese adapted version of the Gap-Kalamazoo communication skills assessment form. Int J Med Educ. 2016 Dec 11; 7:400-405. View abstract
  14. Microethics: the ethics of everyday clinical practice. Hastings Cent Rep. 2015 Jan-Feb; 45(1):11-7. View abstract
  15. The reliability of a modified Kalamazoo Consensus Statement Checklist for assessing the communication skills of multidisciplinary clinicians in the simulated environment. Patient Educ Couns. 2014 Sep; 96(3):411-8. View abstract
  16. The International Charter for Human Values in Healthcare: an interprofessional global collaboration to enhance values and communication in healthcare. Patient Educ Couns. 2014 Sep; 96(3):273-80. View abstract
  17. Compassion: necessary but not sufficient. Acad Med. 2013 Sep; 88(9):1197. View abstract
  18. NASPGHAN guidelines for training in pediatric gastroenterology. J Pediatr Gastroenterol Nutr. 2013 Jan; 56 Suppl 1:S1-8. View abstract
  19. Moral counseling: Discussing ethical issues in pediatric practice with your patients and families. Pediatric Blood and Cancer. 2012; 59(6):970-971. View abstract
  20. Boa comunicação em Pediatria: encurtando caminhos entre o paciente e a equipe de saude (Good communication in Pediatrics: shortening paths between the patient and healthcare team). Revista Brasileira de Hematologia e Hemoterapia (Brazilian Journal of Hematology and Hemotherapy). 2012; 34(sup 1):17-18. View abstract
  21. Behavioral health screening and referral in the pediatric office. Pediatr Ann. 2011 Dec; 40(12):610-6. View abstract
  22. Advanced communication strategies for relationship-centered care. Pediatr Ann. 2011 Sep; 40(9):447-53. View abstract
  23. Cross-cultural adaptation of an innovative approach to learning about difficult conversations in healthcare. Med Teach. 2011; 33(2):e57-64. View abstract
  24. Communication. In: Rudolph C, Lister G, Gershon A, First L, Rudolph A, eds. Rudolph’s Pediatrics, 22nd edition. 2011; NY: McGraw-Hill, 2011. View abstract
  25. Writing the physician’s tale: sharing stories and publishing your narratives. Medical Encounter. 2011; 25(3):177. View abstract
  26. An International Collaborative on Communication: connecting research, education and practice. Medical Encounter. 2011; 25(3):111. View abstract
  27. Parents and interprofessional learning in pediatrics: integrating personhood and practice. J Interprof Care. 2011 Mar; 25(2):152-3. View abstract
  28. Multi-rater feedback with gap analysis: an innovative means to assess communication skill and self-insight. Patient Educ Couns. 2010 Sep; 80(3):321-6. View abstract
  29. A Practical Guide to Teaching and Assessing the ACGME Core Competencies, Second Edition. 2010; 394 pages. View abstract
  30. Interpersonal and Communication Skills. In: Rider EA, Nawotniak RH. A Practical Guide to Teaching and Assessing the ACGME Core Competencies, 2nd edition. 2010; 1-137. View abstract
  31. Professionalism. In: Rider EA, Nawotniak RH. A Practical Guide to Teaching and Assessing the ACGME Core Competencies, 2nd edition. 2010; 287-363. View abstract
  32. Parents as practitioners in pediatrics. Med Teach. 2010; 32(7):620. View abstract
  33. 360-degree assessment with gap analysis: an innovative means to assess communication skill and self-insight. Medical Encounter. 2010; 24(1):60. View abstract
  34. Difficult conversations in Maternal-Fetal Care: a relational learning approach to the ethics of communication. Medical Encounter. 2010; 24(1):17. View abstract
  35. Assessment of communication skills and self-appraisal in the simulated environment: feasibility of multirater feedback with gap analysis. Simul Healthc. 2009; 4(1):22-9. View abstract
  36. Engagement and listening skills: identifying learning needs. Med Educ. 2008 Nov; 42(11):1134-1135. View abstract
  37. Assumptions and blind spots in patient-centredness: action research between American and Italian health care professionals. Med Educ. 2008 Jul; 42(7):712-20. View abstract
  38. Using interprofessional team-based learning to develop health care policy. Med Educ. 2008 May; 42(5):519-20. View abstract
  39. Pediatric residents' perceptions of communication competencies: Implications for teaching. Med Teach. 2008; 30(7):e208-17. View abstract
  40. Communication Competencies in the Clinical Encounter: How to Teach, Assess, and Integrate Communication Competencies into the Curriculum. 2007. View abstract
  41. A Practical Guide to Teaching and Assessing the ACGME Core Competencies. [Book]. 2007; Marblehead: HCPro, Inc, 238 pp. View abstract
  42. Invisible (A teaching narrative on understanding the family’s perspective). Academic Emergency Medicine. 2007; 14(12):1199-1200. View abstract
  43. A model for communication skills assessment across the undergraduate curriculum. Med Teach. 2006 Aug; 28(5):e127-34. View abstract
  44. Communication skills competencies: definitions and a teaching toolbox. Med Educ. 2006 Jul; 40(7):624-9. View abstract
  45. Team-based learning: a strategy for interprofessional collaboration. Med Educ. 2006 May; 40(5):486-7. View abstract
  46. Privates (A teaching narrative on talking with children and their parents about difficult topics). BMJ. 2006; 332:792. View abstract
  47. Resident as Teacher Initiative Website. Harvard Medical School. eCommons and myCourses. 2006. View abstract
  48. Communication and relationships with children and parents. In: Novack, DH, Clark W, Saizow R, Daetwyler C, eds. doc.com: an interactive learning resource for healthcare communication.[Interactive on-line module]. 2006. View abstract
  49. Balancing Act: Parenting and Medical Training. In: When You Don't Fit The Mold...Make A New One: Personal Stories of Women Physicians. 2006; 113-118. View abstract
  50. Nemo on vacation (A teaching narrative on communication with children about unexpected circumstances). Arch Pediatr Adolesc Med. 2005; 159(7):606. View abstract
  51. The examination (A teaching narrative on communicating with and examining young children in the pediatric visit). Arch Pediatr Adolesc Med. 2005; 159(5):414. View abstract
  52. Communicating with children during the pediatric visit. Medical Encounter. 2005; 19:46-47. View abstract
  53. The Communication Skills Competency: Teaching and Assessment. Website. eCommons, Harvard Medical School. 2005. View abstract
  54. Sharing stories: narrative medicine in an evidence-based world. Patient Educ Couns. 2004 Sep; 54(3):251-3. View abstract
  55. Teaching communication skills. Med Educ. 2004 May; 38(5):558-9. View abstract
  56. Does your heart go on vacation? (A teaching narrative on listening and talking with pediatric patients). BMJ. 2004; 328:890. View abstract
  57. Teaching medicine through student self-reflection. Focus: Harvard Medical, Dental, and Public Health Schools. 2004; (Feb 20). View abstract
  58. A model for merging residency programmes during health care consolidations: a course for success. Med Educ. 2003 Sep; 37(9):794-801. View abstract
  59. In: Chin E. This Side of Doctoring: Reflections from Women in Medicine, 1st edition. Oxford: Oxford University Press. 2003. View abstract
  60. Danny's mother: a lesson in humility. Arch Pediatr Adolesc Med. 2003 Mar; 157(3):228. View abstract
  61. Communication in Clinical Encounters. Course for 3rd year students and teaching faculty. 11 interactive web-based teaching modules on communication skills, MyCourses, Harvard Medical School. 2003. View abstract
  62. Teaching communication skills: assessment and reflective feedback. Web-based faculty development teaching module, MyCourses, Harvard Medical School. 2003. View abstract
  63. Builds a relationship. Web-based teaching module for medical students, Communication in Clinical Encounters Course, MyCourses, Harvard Medical School. 2003. View abstract
  64. Resident as Teacher Initiative. Website. eCommons, Harvard Medical School. 2002. View abstract
  65. Twelve strategies for effective communication and collaboration in medical teams. BMJ Career Focus. 2002; 325:S45. View abstract
  66. It's because they didn't know our names. Arch Pediatr Adolesc Med. 2002 Jun; 156(6):531. View abstract
  67. Performance profiles: the influence of patient satisfaction data on physicians' practice. Pediatrics. 2002 May; 109(5):752-7. View abstract
  68. The Academies Collaborative: sharing a new model for medical education. Acad Med. 2002 May; 77(5):455. View abstract
  69. Teaching materials for pediatric residents: three modules – the student-teacher relationship, teaching in small groups, and giving and receiving feedback. In: Edwards JC, Friedland JA, Bing-You RG. Residents' teaching skills. 2002; NY: Springer, pp. 187-245. View abstract
  70. Essential elements of communication in medical encounters: the Kalamazoo Consensus Statement. Academic Medicine. 2001; 76:390-393. View abstract
  71. Residents as teachers--a faculty development approach to programme development. Med Educ. 2000 Nov; 34(11):955-6. View abstract
  72. Medical assessment and management and the organization of medical services. In: Kessler DB, Dawson P, eds. Failure to thrive and pediatric undernutrition: a transdisciplinary approach. 1999; Baltimore: P H. Brooks, 173-93. View abstract
  73. Physical growth, infant nutrition, breastfeeding, and general nutrition. Curr Opin Pediatr. 1996 Jun; 8(3):293-7. View abstract
  74. Feedback and performance improvement in clinical medical education. JAMA. 1995; 274:1092. View abstract
  75. Guidelines for clinical teachers receiving feedback from learners. JAMA. 1995; 274:996. View abstract
  76. Giving constructive feedback. JAMA. 1995; 274:867. View abstract
  77. Feedback in clinical medical education: Guidelines for learners on receiving feedback. JAMA. 1995; 274:938. View abstract
  78. Synthetic sport shorts folliculitis. Arch Pediatr Adolesc Med. 1994 Nov; 148(11):1230-1. View abstract
  79. How to arrange a shared or part-time residency. J Am Med Womens Assoc (1972). 1992 Sep-Oct; 47(5):138-9. View abstract
  80. The stresses of graduate medical education: a look at the problems, solutions, and the facts of family life [Thesis]. 1991. View abstract
  81. Lupus nephritis. New sonographic findings. J Ultrasound Med. 1987 Feb; 6(2):75-9. View abstract
  82. Evaluating ego defense mechanisms using clinical interviews: an empirical study of adolescent diabetic and psychiatric patients. J Adolesc. 1986 Dec; 9(4):303-19. View abstract
  83. An approach to evaluating adolescent adaptive processes: Validity of an interview-based measure. J Youth Adolesc. 1986 Oct; 15(5):355-75. View abstract
  84. Sonographic diagnosis of a chylous mesenteric cyst. J Clin Ultrasound. 1986 Jul-Aug; 14(6):458-60. View abstract