HPE Grand Rounds with Master's Students Nicole Thomason, MD, John Quinn, MD, and Melissa Coleman, MD

The Center for Advancing Scholarship in Education presents this Health Professions Education Grand Rounds with Master's Students Nicole Thomason, MD, John Quinn, MD, and Melissa Coleman, MD. Nicole Thomason, MD - Developing and Validating Construct Based Measures of Self-Regulated Learning Behaviors for use in Clinical Medical Education Medical education relies on learners’ ability to direct their own learning in complex clinical environments, making self-regulated learning (SRL) a critical professional skill. Despite strong evidence linking SRL to academic performance & clinical skill development, existing approaches to assessing and developing SRL in medical students remain limited. This thesis project addresses that gap by reconceptualizing SRL assessment as an observable learning behavior embedded within authentic clinical tasks. Grounded in Zimmerman’s Cyclical Model of SRL, the study developed theory based measures of two SRL components, reflection and goal setting, designed to be integrated into students’ routine review of clerkship feedback. A key innovation component included was the successful use of large language model assisted scoring, which showed agreement comparable to human raters and offers a scalable solution to faculty time constraints. Nicole Thomason, MD, is originally from Houston TX and moved to CA for residency, following which she promptly fell in love with the Bay Area and took a job as a hospitalist at UCSF. Professionally, Dr. Thomason is interested in doing high quality medical education research, which drove her to apply for the MA in Education program at UC Berkeley. In her personal life she likes creative hobbies, and she does pottery and sews her own clothes. John Quinn, MD - Peer Feedback in Emergency Medicine Residency: A Qualitative Exploration of Culture, Practice, and Professional Development Despite ACGME recommendations to incorporate peer feedback into multisource assessment, little is known about how peer feedback is actually enacted or experienced within emergency medicine residency training. Through an exploratory qualitative study using semi-structured interviews and thematic analysis of emergency medicine residents across PGY1 to PGY4, we examine residents’ experiences and perceptions of peer feedback, the perceived barriers and facilitators to giving and receiving it, and the ways in which peer interactions shape learning and professional development in the emergency department. John Quinn, MD, is an emergency physician in the Department of Emergency Medicine at the University of Washington. He practices at Harborview Medical Center and also serves as an assistant program director for the UW Emergency Medicine Residency Program. Dr. Quinn completed residency in emergency medicine and fellowship in medical education at the University of California, San Francisco. His academic interests include feedback and assessment in graduate medical education, curriculum design, quality improvement and patient safety, and climate health and sustainability. Melissa Coleman, MD - Application of Knowledge Integration and Embodied Design to Surgical Education: Design of an Esophageal Cancer Staging Model Surgical education primarily focuses on procedure-based education in the operating room or simulations to improve operative skills. Teaching of fundamental surgical knowledge commonly occurs independent of this hands-on practice-based education. Knowledge acquisition remains largely reliant on didactic lectures, independent use of online topic outlines and textbook reading. These forms of education often are less efficacious as they do not use educational principles which are known to promote learning. Given the critical importance that surgical trainees learn the ever-growing amount of surgical knowledge necessary to safely practice surgery, there is an imperative to reconsider and re-evaluate how surgical educational materials are created. An opportunity exists to employ learning theory and design-based research to inform the creation of educational materials. The goal of this study is to use embodied design and knowledge integration to create a surgical educational activity to improve the understanding of the clinical staging of esophageal cancer. Dr. Melissa H. Coleman obtained her undergraduate degree in Biology at Harvard College and her medical degree at Weill Cornell Medical College. Dr. Coleman began her General Surgery Residency at Duke University Medical Center where she completed her intern and second year. From 2009 – 2011 she was a research fellow in the Thoracic Surgery Oncology Laboratory at Brigham and Women's Hospital. Dr. Coleman then completed her General Surgery Residency followed by a Surgical Critical Care and Clinical Nutrition Fellowship at Brigham and Women's Hospital. She subsequently completed Thoracic Surgery Fellowship at UCSF. After graduation, Dr. Coleman joined the faculty at UCSF in 2019. In addition to her Thoracic Surgery practice, Dr. Coleman practices critical care medicine and has a focus on medical education. Dr. Coleman’s roles in medical education include Associate Program Director of the UCSF Thoracic Surgery Residency, Associate Program Director of Curriculum for the UCSF General Surgery Residency program and Director of UCSF School of Medicine Clinical Immersive Experiences. Dr. Coleman was a participant in the 2022 – 2023 UCSF Teaching Scholars program and in 2025 obtained a Master of Arts in Education from the joint UCSF – UC Berkeley program. She is currently part of the 2026 class of the Utrecht University Medical Center – UCSF Doctoral Program In Health Professions Education. In continuation of the work from Dr. Coleman’s Master’s thesis, entitled, “Application of Knowledge Integration and Embodied Design to Surgical Education: Design of an Esophageal Cancer Staging Model”, her doctoral studies will focus on the use of embodied design to develop novel surgical educational materials. About Health Professions Education Grand Rounds: At these hour-long sessions, participants hear about recent research in health professions education. Presenters may include advanced learners studying in CFE’s master’s and doctoral programs, UCSF faculty who conduct education research, and invited speakers who contribute outside perspectives to advance the scholarly study of health professions education. The Master's Program in Education is a collaboration between UCSF and the University of California, Berkeley School of Education. The program prepares individuals in the research methodologies needed to undertake research studies in health professions education. Students receive mentoring from faculty in the UC Berkeley, Berkeley School of Education and faculty in the UCSF Center for Faculty Educators. UCSF collaborates with University Medical Center Utrecht (UMC Utrecht) to offer the Doctoral Program in Health Professions Education. This collaboration makes possible a rigorous program for scholarly advancement for medical education researchers. Successful candidates graduate with a PhD in Health Professions Education from UMC Utrecht.