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Faculty Profiles

Arianne 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.

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In the News

Recent Articles (62)

Hauer KE, Nishimura H, Dubon D, Teherani A, Boscardin C. Competency assessment form to improve feedback. Clin Teach. 2017 Oct 18.

Chou CL, Teherani A. A Foundation for Vital Academic and Social Support in Clerkships: Learning Through Peer Continuity. Acad Med. 2017 Jul; 92(7):951-955.

O'Brien BC, Bachhuber MR, Teherani A, Iker TM, Batt J, O'Sullivan PS. Systems-Oriented Workplace Learning Experiences for Early Learners: Three Models. Acad Med. 2017 May; 92(5):684-693.

Teherani A, Nishimura H, Apatira L, Newman T, Ryan S. Identification of core objectives for teaching sustainable healthcare education. Med Educ Online. 2017; 22(1):1386042.

Chen HC, Teherani A. Common Qualitative Methodologies and Research Designs in Health Professions Education. Acad Med. 2016 Dec; 91(12):e5.

Shekarchian S, Schwartz BS, Teherani A, Irby D, Chin-Hong PV. Is It Time for a Coordinated and Longitudinal Approach to Antibiotic Stewardship Education? Clin Infect Dis. 2016 09 15; 63(6):848-9.

Melber DJ, Teherani A, Schwartz BS. A Comprehensive Survey of Preclinical Microbiology Curricula Among US Medical Schools. Clin Infect Dis. 2016 Jul 15; 63(2):164-8.

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.

Chen HC, McNamara M, Teherani A, Cate OT, O'Sullivan P. Developing Entrustable Professional Activities for Entry Into Clerkship. Acad Med. 2016 Feb; 91(2):247-55.

Chen HC, Teherani A. Workplace affordances to increase learner engagement in the clinical workplace. Med Educ. 2015 Dec; 49(12):1184-6.

Teherani A, Martimianakis T, Stenfors-Hayes T, Wadhwa A, Varpio L. Choosing a Qualitative Research Approach. J Grad Med Educ. 2015 Dec; 7(4):669-70.

Chen HC, Fogh S, Kobashi B, Teherani A, Ten Cate O, O'Sullivan P. An interview study of how clinical teachers develop skills to attend to different level learners. Med Teach. 2016 Jun; 38(6):578-84.

Aagaard E, Teherani A. Time for System Redesign. J Gen Intern Med. 2015 Sep; 30(9):1239-40.

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.

Adler SR, Chang A, Loeser H, Cooke M, Wang J, Teherani A. The impact of intramural grants on educators' careers and on medical education innovation. Acad Med. 2015 Jun; 90(6):827-31.

Teherani A. On autonomy in student-run clinics. Med Educ. 2015 Mar; 49(3):238-9.

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.

Chou CL, Teherani A, Masters DE, Vener M, Wamsley M, Poncelet A. Workplace learning through peer groups in medical school clerkships. Med Educ Online. 2014; 19:25809.

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.

Chen HC, Sheu L, O'Sullivan P, Ten Cate O, Teherani A. Legitimate workplace roles and activities for early learners. Med Educ. 2014 Feb; 48(2):136-45.

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.

Chou CL, Teherani A, Masters DE, Vener M, Wamsley M, Poncelet A. Workplace learning through peer groups in medical school clerkships. Med Educ Online. 2014 Jan; 19(1):25809.

Teherani A, Papadakis MA. Clinical performance of medical students with protected disabilities. JAMA. 2013 Dec 04; 310(21):2309-11.

Teherani A, Daroff RB. Research-based models for clinical teaching and their application to psychiatry settings. Acad Psychiatry. 2013 Mar 01; 37(2):114-9.

Teherani A, Irby DM, Loeser H. Outcomes of different clerkship models: longitudinal integrated, hybrid, and block. Acad Med. 2013 Jan; 88(1):35-43.

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.

O'Brien BC, Niehaus B, Teherani A, Young JQ. Residents' perspectives on the final year of medical school. Int J Med Educ. 2012 Aug 07; 3:151-158.

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.

O'Brien B, Teherani A. Using workplace learning to improve patient care. Acad Med. 2011 Nov; 86(11):e12.

Chang A, Chou CL, Teherani A, Hauer KE. Clinical skills-related learning goals of senior medical students after performance feedback. Med Educ. 2011 Sep; 45(9):878-85.

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.

Hauer KE, Fernandez A, Teherani A, Boscardin CK, Saba GW. Assessment of medical students' shared decision-making in standardized patient encounters. J Gen Intern Med. 2011 Apr; 26(4):367-72.

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.

Saxena V, O'Sullivan PS, Teherani A, Irby DM, Hauer KE. Remediation techniques for student performance problems after a comprehensive clinical skills assessment. Acad Med. 2009 May; 84(5):669-76.

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.

Teherani A, Hauer KE, O'Sullivan P. Can simulations measure empathy? Considerations on how to assess behavioral empathy via simulations. Patient Educ Couns. 2008 May; 71(2):148-52.

Hauer KE, Wilkerson L, Teherani A. The relationship between medical students' knowledge, confidence, experience, and skills related to colorectal cancer screening. J Cancer Educ. 2008; 23(4):209-13.

Hauer KE, Teherani A, Irby DM, Kerr KM, O'Sullivan PS. Approaches to medical student remediation after a comprehensive clinical skills examination. Med Educ. 2008 Jan; 42(1):104-12.

Hauer KE, Teherani A, Kerr KM, O'Sullivan PS, Irby DM. Student performance problems in medical school clinical skills assessments. Acad Med. 2007 Oct; 82(10 Suppl):S69-72.

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.

Teherani A, O'Sullivan P, Aagaard EM, Morrison EH, Irby DM. Student perceptions of the one minute preceptor and traditional preceptor models. Med Teach. 2007 May; 29(4):323-7.

Prochaska JJ, Teherani A, Hauer KE. Medical students' use of the stages of change model in tobacco cessation counseling. J Gen Intern Med. 2007 Feb; 22(2):223-7.

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.

Hauer KE, Teherani A, Dechet A, Aagaard EM. Medical students' perceptions of mentoring: a focus-group analysis. Med Teach. 2005 Dec; 27(8):732-4.

Lin M, Wilkinson J, Teherani A. Wound closure: an instructional DVD. Med Educ. 2005 Nov; 39(11):1149-50.

Hauer KE, Hodgson CS, Kerr KM, Teherani A, Irby DM. A national study of medical student clinical skills assessment. Acad Med. 2005 Oct; 80(10 Suppl):S25-9.

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.

Rivo ML, Keller DR, Teherani A, O'Connell MT, Weiss BA, Rubenstein SA. Practicing effectively in today's health system: teaching systems-based care. Fam Med. 2004 Jan; 36 Suppl:S63-7.

Aagaard E, Teherani A, Irby DM. Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of concept. Acad Med. 2004 Jan; 79(1):42-9.

Irby DM, Aagaard E, Teherani A. Teaching points identified by preceptors observing one-minute preceptor and traditional preceptor encounters. Acad Med. 2004 Jan; 79(1):50-5.

Hauer KE, Teherani A, Wiese J, Fenton CL. A strategy to standardize the learning of core clerkship objectives. Adv Health Sci Educ Theory Pract. 2003; 8(3):213-21.

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.

Teherani A, Hitchcock MA, Nyquist JG. Longitudinal outcomes of an executive-model program for faculty development. Acad Med. 2001 Oct; 76(10 Suppl):S68-70.

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