Faculty ProfilesArianne Teherani, PhD
Arianne Teherani, PhD is Professor of Medicine in the Division of General Internal Medicine and Education Scientist in the Center for Faculty Educators in the University of California, San Francisco School of Medicine. She is Director for Program Evaluation for the School of Medicine, a role in which she leads design, development, and policy for evaluation of the School of Medicine Bridges Curriculum.
Dr. Teherani is an education researcher whose main research interests are in the areas of professionalism, professional identity formation, and equity in medical education. She has led studies aimed at identification and remediation of unprofessional behaviors and the role of clinical education and educational continuity in shaping the professional identity of learners and teachers. Dr. Teherani's current research is focused on the role of assessment and learning environment practices in perpetuating educational disparities and interventions aimed at creating equity during medical school. Dr. Teherani has also led research and advocacy efforts on education for climate change, ecosystems degradation, sustainability, and health.
In addition to her own research, Dr. Teherani, mentors students, residents, and faculty members in the UCSF-University of Utrecht doctoral program in Health Professions Education, the Health Professions Education Pathway and Inquiry domain, and the Teaching Scholars Program. She co-directs the Health Professions Education Pathway course for medical students and residents and the Climate Change and Health course for medical students. Dr. Teherani is the recipient of the University of California Faculty Climate Action Champion Award and the UCSF Faculty Sustainability award.
Dr. Teherani earned a masters and doctorate in education from the University of Southern California and completed a fellowship in higher education at the University of British Columbia.
Related Web Sites
- Profile at Division of General Internal Medicine
- Eduational Evaluations, UCSF School of Medicine
- Research and Development in Medical Education, UCSF School of Medicine
In the News
- Climate Change Hits the Classroom
- The Context Contributes to Unprofessional Behavior
- UC announces first Faculty Climate Action Champions
- Sustainability Awards Recognize UCSF’s Green Champions
- Study Underscores Value of Continuity in Med Student Clerkships
Recent Articles (62)
Chen HC, ten Cate O, O'Sullivan P, Boscardin C, Eidson-Ton WS, Basaviah P, Woehrle T, Teherani A. Students' goal orientations, perceptions of early clinical experiences and learning outcomes. Med Educ. 2016 Feb; 50(2):203-13.
Hauer KE, Boscardin C, Fulton TB, Lucey C, Oza S, Teherani A. Using a Curricular Vision to Define Entrustable Professional Activities for Medical Student Assessment. J Gen Intern Med. 2015 Sep; 30(9):1344-8.
Chen HC, O'Sullivan P, Teherani A, Fogh S, Kobashi B, ten Cate O. Sequencing learning experiences to engage different level learners in the workplace: An interview study with excellent clinical teachers. Med Teach. 2015; 37(12):1090-7.
Teherani A, Chen HC. The next steps in competency-based medical education: milestones, entrustable professional activities and observable practice activities. J Gen Intern Med. 2014 Aug; 29(8):1090-2.
Saba GW, Chou CL, Satterfield J, Teherani A, Hauer K, Poncelet A, Chen HC. Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students. Med Educ Online. 2014; 19:22522.
Saba GW, Chou CL, Satterfield J, Teherani A, Hauer K, Poncelet A, Chen HC. Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students. Med Educ Online. 2014 Jan; 19(1):22522.
Hauer KE, O'Brien BC, Hansen LA, Hirsh D, Ma IH, Ogur B, Poncelet AN, Alexander EK, Teherani A. More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships. Acad Med. 2012 Oct; 87(10):1389-96.
Chou CL, Johnston CB, Singh B, Garber JD, Kaplan E, Lee K, Teherani A. A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkships. Acad Med. 2011 Dec; 86(12):1560-5.
Poncelet A, Bokser S, Calton B, Hauer KE, Kirsch H, Jones T, Lai CJ, Mazotti L, Shore W, Teherani A, Tong L, Wamsley M, Robertson P. Development of a longitudinal integrated clerkship at an academic medical center. Med Educ Online. 2011 Apr 04; 16.
Chen HC, Teherani A, O'Sullivan P. How does a comprehensive clinical performance examination relate to ratings on the medical school student performance evaluation? Teach Learn Med. 2011 Jan; 23(1):12-4.
Teherani A, O'Sullivan PS, Lovett M, Hauer KE. Categorization of unprofessional behaviours identified during administration of and remediation after a comprehensive clinical performance examination using a validated professionalism framework. Med Teach. 2009 Nov; 31(11):1007-12.
Teherani A, O'Brien BC, Masters DE, Poncelet AN, Robertson PA, Hauer KE. Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated clerkship. Acad Med. 2009 Oct; 84(10 Suppl):S50-3.
Lyss-Lerman P, Teherani A, Aagaard E, Loeser H, Cooke M, Harper GM. What training is needed in the fourth year of medical school? Views of residency program directors. Acad Med. 2009 Jul; 84(7):823-9.
Hauer KE, Teherani A, Kerr KM, Irby DM, O'Sullivan PS. Consequences within medical schools for students with poor performance on a medical school standardized patient comprehensive assessment. Acad Med. 2009 May; 84(5):663-8.
Hodgson CS, Teherani A, Gough HG, Bradley P, Papadakis MA. The relationship between measures of unprofessional behavior during medical school and indices on the California Psychological Inventory. Acad Med. 2007 Oct; 82(10 Suppl):S4-7.
Lockspeiser TM, O'Sullivan P, Teherani A, Muller J. Understanding the experience of being taught by peers: the value of social and cognitive congruence. Adv Health Sci Educ Theory Pract. 2008 Aug; 13(3):361-72.
Hauer KE, Teherani A, Kerr KM, O'sullivan PS, Irby DM. Impact of the United States Medical Licensing Examination Step 2 Clinical Skills exam on medical school clinical skills assessment. Acad Med. 2006 Oct; 81(10 Suppl):S13-6.
Papadakis MA, Teherani A, Banach MA, Knettler TR, Rattner SL, Stern DT, Veloski JJ, Hodgson CS. Disciplinary action by medical boards and prior behavior in medical school. N Engl J Med. 2005 Dec 22; 353(25):2673-82.
Teherani A, Hodgson CS, Banach M, Papadakis MA. Domains of unprofessional behavior during medical school associated with future disciplinary action by a state medical board. Acad Med. 2005 Oct; 80(10 Suppl):S17-20.
Ratanawongsa N, Teherani A, Hauer KE. Third-year medical students' experiences with dying patients during the internal medicine clerkship: a qualitative study of the informal curriculum. Acad Med. 2005 Jul; 80(7):641-7.
Papadakis MA, Hodgson CS, Teherani A, Kohatsu ND. Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board. Acad Med. 2004 Mar; 79(3):244-9.
Hodgson CS, Teherani A, Guiton G, Wilkerson L. The relationship between student anonymity and responses from two medical schools on the association of American Medical Colleges' graduation questionnaire. Acad Med. 2002 Oct; 77(10 Suppl):S48-50.