EdTech Learning Lab

About EdTech Learning Lab

EdTech Learning Lab is a new podcast produced by the Stanford EdTech team as a way of showcasing our collaborations with faculty at the Stanford School of Medicine. The podcast episodes are split into two sub-series: Project Spotlight and How to Grow As a Medical Educator. Project Spotlight features EdTech staff and clients in conversation about their recently completed collaborations. EdTech staff will lead a guided conversation including speaker introductions, an overview of the motivation for creating the learning experience being discussed, the core concept of the learning experience and its design, and additional topics including feedback, outcomes, and lessons learned. How to Grow as a Medical Educator features faculty who have demonstrated self-driven growth and innovation as educators in conversation with EdTech staff. EdTech staff will lead faculty in a loosely structured interview to learn more about the faculty member, their background, their professional focuses, their perspective on teaching and education, recent experiences they’ve had growing as educators, and any guidance or advice they have for other educators looking to learn from their experiences.

Publisher

Stanford Educational Technology

Category

arts · education

Language

en

Explicit

No

First episode

8 Jun 2026

Latest episode

9 Oct 2026

Latest episodes

9 episodes in the feed.

1. 

   9 Oct 2026

   S1E9 - Teaching Anatomy with Dr. Darren Salmi | EdTech Learning Lab Podcast Ep. 9

   In this episode, we interview Dr. Darren Salmi about his approach to teaching anatomy, embryology, and histology at the Stanford School of Medicine. Dr. Salmi explains how he uses etymology to demystify complex medical terminology and incorporates digital tools and 3D models to reflect real anatomical variability. He also shares insights on curriculum design, emphasizing the importance of working backward from final learning outcomes rather than building content around traditional lectures. Connect with Us: Subscribe to the EdTech Learning Lab on All major platforms!  Want to collaborate? Learn more about our work at Stanford EdTech: https://med.stanford.edu/edtech.html (https://med.stanford.edu/edtech.html)

2. 

   22 Sept 2026

   S1E8 - Revamping Your Department's Training Curriculum with Victoria Leyton and Sarah Daadi | EdTech Learning Lab Podcast Ep. 8

   EdTech team members Teggin Summers and Adam Hain join Assistant Dean of Research Operations Victoria Leyton and Associate Director of Training and Development Sarah Daadi to discuss the creation of ROVER, a new training curriculum for Research Administration professionals at Stanford Medicine. In this conversation, we focus on strategies for making training feel useful and engaging, and the importance of instructional designers in the curriculum design process. Connect with Us: Subscribe to the EdTech Learning Lab on All major platforms! Want to collaborate? Learn more about our work at Stanford EdTech: https://med.stanford.edu/edtech.html (https://med.stanford.edu/edtech.html)

3. 

   4 Sept 2026

   S1E7 - Building the Stanford Medicine Studio with Stanford EdTech | EdTech Learning Lab Podcast Ep. 7

   In this episode, members of the EdTech team discuss the building and launch of the Stanford Medicine Studio, a state-of-the-art multimedia production studio that exists to serve Stanford Medicine faculty, staff, and students. Resources mentioned: Stanford Medicine Studio: https://med.stanford.edu/edtech/stanford-medicine-studio.html (https://med.stanford.edu/edtech/stanford-medicine-studio.html) Connect with Us: Subscribe to the EdTech Learning Lab on All major platforms! Want to collaborate? Learn more about our work at Stanford EdTech: https://med.stanford.edu/edtech.html (https://med.stanford.edu/edtech.html)

4. 

   19 Aug 2026

   Shaping the Preclerkship Curriculum with Dr. Rebecca Miller-Kuhlmann | EdTech Learning Lab Podcast Ep. 6

   Episode Notes Hosts: Teggin and Adam Hain Guest: Dr. Rebecca Miller-Kuhlmann, Assistant Dean for Preclerkship Education and Clinical Associate Professor of Neurology and Neurological Sciences, Stanford University Episode Summary Former 8th-grade science teacher turned neurologist, Dr. Rebecca Miller-Kuhlmann joins hosts Teggin and Adam Hain to unpack the instructional design behind Stanford's pre-clerkship curriculum. She shares how foundational K-12 teaching principles inform her management of over 1,200 hours of medical content. The conversation covers the realities of active learning versus traditional lectures, lowering technical friction for guest faculty, creating medium-stakes assessments, and building non-evaluative communication coaching programs for residents. Key Takeaways Pedagogy in Medical Education: Unpacking overarching institutional goals into granular session objectives ensures alignment and gap-free learning across complex, multi-week blocks. Pragmatic Active Learning: Direct instruction and active application are complementary, not mutually exclusive. Students still need dedicated baseline time to acquire dense scientific concepts before grappling with active case studies. Frictionless Faculty Tools: Simple instructional strategies like Think-Pair-Share often outperform complex educational technology, especially when onboarding hundreds of guest lecturers on tight clinical schedules. Medium-Stakes Assessments: Frequent, moderately weighted closed-book quizzes allow adult learners to identify study strategy flaws early in the term without the high stress of a single final exam. Longitudinal Communication Coaching: Providing residents with non-evaluative, peer-driven observation and debriefing builds psychological safety and helps them master high-stakes patient communication.

5. 

   5 Aug 2026

   S1E5 - Designing a Gender-Affirming Care Video Game with Bláz Bush and Weichen Ling | EdTech Learning Lab Podcast Ep. 5

   EdTech instructional designers Claire Kulikowski and Jessica Whittemore team up with Stanford LGBTQ+ Program leaders Bláz Bush and Weichen Ling to discuss the creation and launch of "Teaching Gender-Affirming Care: A Case-based Simulation to Improve Transgender Health Outcomes". Launched in January 2026 after three years of development, "Teaching Gender-Affirming Care" is a visual novel-style patient care simulation designed to teach healthcare students and practitioners how to treat trans and gender-diverse (TGD) patients. Resources mentioned: TGD microsite: https://med.stanford.edu/edtech/portfolio/teachinggenderaffirmingcare.html (https://med.stanford.edu/edtech/portfolio/teachinggenderaffirmingcare.html), Enroll on MedEd: https://mededucation.stanford.edu/courses/teaching-gender-affirming-care/ (https://mededucation.stanford.edu/courses/teaching-gender-affirming-care/), HRC: https://www.thehrcfoundation.org/professional-resources/healthcare-professionals (https://www.thehrcfoundation.org/professional-resources/healthcare-professionals) Connect with Us: Subscribe to the EdTech Learning Lab on All major platforms! Want to collaborate? Learn more about our work at Stanford EdTech: https://med.stanford.edu/edtech.html (https://med.stanford.edu/edtech.html)

6. 

   24 Jul 2026

   S1E4 - Integrating Pharmacology into the UME Curriculum with Dr. Anuj Aggarwal | EdTech Learning Lab Podcast Ep. 4

   Episode Notes S1 E4 | Integrating Pharmacology into the Curriculum Hosts: Dr. Teggin Summers and Dr. Adam Hain, Stanford EdTech Guest: Dr. Anuj Aggarwal, Clinical Associate Professor of Anesthesiology, Perioperative, and Pain Medicine at Stanford University Episode Summary In this episode of "How to Grow as a Medical Educator," hosts Teggin and Adam Hain sit down with Dr. Anuj Aggarwal to explore the evolving landscape of medical education and curriculum design. Dr. Aggarwal shares his journey from teaching grade school to reshaping how pharmacology is taught at the university level. The conversation dives deeply into why medical education must shift away from rote memorization toward a framework of "preparing for future learning." Dr. Aggarwal also discusses how he integrates health equity through narrative storytelling, why he chooses flexible chalk talks over rigid PowerPoint presentations, and his role in guiding the professional identity formation of future physicians through the Educator for Care program. Key Takeaways Shifting from Knowledge Acquisition to Concept Scaffolding: With an ever-expanding body of medical knowledge and less classroom time, educators must move away from forcing students to memorize lists of facts. Instead, the focus should be on building a conceptual schema that prepares students to be lifelong, self-directed learners. The Power of Narrative and Surprise: When integrating health equity and social justice into medical science, narrative strategies driven by unexpected history are highly effective at building learner empathy and engagement. Modeling the Expert Mind: A lecture should offer value beyond what a student can extract from a textbook or an AI language model. Effective teaching involves modeling the cognitive psychology of an expert—showing students how to process data, navigate clinical uncertainty, and creatively manipulate knowledge. Embracing the Apprenticeship Model: Despite modern technology, medical training remains fundamentally rooted in an apprenticeship model. Programs like Educator for Care (E4C) help students integrate their personal identities into the profession while explicitly communicating core medical values.

7. 

   9 Jul 2026

   S1E3 - Teaching Nutrition Through Netflix with Dr. Christopher Gardner | EdTech Learning Lab Podcast Ep. 3

   EdTech team members Teggin Summers, Adam Hain, and Grace Sextro join Stanford nutrition expert Dr. Christopher Gardner (seen on the Netflix documentary series "You Are What You Eat: A Twin Experiment") as he talks about the complexity of translating complex science to mass media, his role in educating medical students on nutrition, and expanding teaching through digital learning. Resources mentioned: You Are What You Eat on Netflix: https://www.netflix.com/title/81133260 (https://www.netflix.com/title/81133260) Nutrition Studies Group: https://med.stanford.edu/nutrition (https://med.stanford.edu/nutrition) (https://med.stanford.edu/nutrition) (https://med.stanford.edu/nutrition) Connect with Us: Subscribe to the EdTech Learning Lab on All major platforms! Want to collaborate? Learn more about our work at Stanford EdTech: https://med.stanford.edu/edtech.html (https://med.stanford.edu/edtech.html)

8. 

   24 Jun 2026

   S1E2 - Scaling Pediatric Patient Education with Drs Kathleen Kan & Chenxi Liu | EdTech Learning Lab Ep 2

   Episode Summary: In this episode of the EdTech Learning Lab, host and Lead Instructional Designer Claire Kulikowski sits down with Dr. Kathleen Kan, Dr. Chenxi Liu, and Stanford EdTech Creative Director William Bottini to discuss the creation of "Bladder Basics." What started as an in-person clinical workshop has evolved into a fully animated, character-driven musical series designed to teach kids and families about bladder health. Together, the team unpacks how they transformed a pressing clinical need—long wait times for pediatric urology patients experiencing pee and poop accidents—into an accessible, engaging, and shame-free educational resource. They explore the learning science behind the series, the power of cross-disciplinary collaboration, and what it takes to turn a wild idea into a successful health education tool. Key Takeaways: From Clinic to Cartoon: Discover how high patient demand and a shift to Zoom during the pandemic inspired the evolution of "Bladder Boot Camp" into a highly accessible, 7-part animated video series. Normalizing the Conversation: Learn how the team used relatable characters—like Kai, Bladdimir, Pootrick, and Waterlupe—to remove the stigma, anxiety, and embarrassment that kids and parents often feel around bladder issues. Learning Science in Action: Dr. Chenxi Liu explains how the ARCS model (Attention, Relevance, Confidence, and Satisfaction) and situated learning theory were utilized to keep 5- to 11-year-olds motivated and engaged with the curriculum. Advice for Innovators: For clinicians wanting to build their own educational tools, the team shares their biggest lesson: define your "North Star" goal, break the massive vision down into achievable steps, and always listen to the voice of your audience. Resources Mentioned: Bladder Basics: An animated health education course focusing on healthy bladder habits for kids and families. [Insert Link] The ARCS Model of Motivational Design: The instructional design framework utilized by the team to ensure learner engagement. AERA (American Educational Research Association): The national education conference where the Kan Lab and EdTech team presented their research and outcomes.

9. 

   8 Jun 2026

   S1E1 - Critical Thinking in the AI Era with Dr. Sharon F. Chen | EdTech Learning Lab Podcast Ep.1

   Episode Notes Episode Summary: In this episode of the EdTech Learning Lab, host Tela Vessa sits down with Dr. Sharon F. Chen, Clinical Professor of Pediatrics at Stanford University, to discuss the creation of the newly launched "Thinking Habits in the AI Era" CME course. Together, they explore the critical need for explicit, reflective thinking in medicine to combat AI-driven "cognitive offloading," unpack the development of the Thinking Habits Matrix (THM), and share behind-the-scenes insights into how clinical subject-matter experts and instructional technologists collaborate to build impactful, visually stunning learning experiences. Key Takeaways: Combating Cognitive Complacency: As AI tools become more integrated into healthcare, practitioners risk relying too heavily on automated solutions. Explicit critical reflection is vital to ensure patient care remains deliberate and human-centered. The Thinking Habits Matrix (THM): Developed over years of clinical and educational research, the THM is a problem-solving framework that acts as a shared "language." It helps physicians step back, reflect on their decision-making, and eventually coach learners to do the same. Scaffolding the Learning Process: You can't coach what you don't practice. The new CME course intentionally slows down the learning process, requiring practitioners to self-reflect using their own patient cases before they ever touch an AI coaching tool or attempt to guide their peers. The Secret to EdTech Collaboration: Successful projects require more than just technical skills. A shared vision, mutual respect for everyone's time, and open, iterative brainstorming are what turn a good concept into a great educational tool. Resources Mentioned: Thinking Habits in the AI Era: Find the new asynchronous, interactive CME-accredited course live on Cloud CME. Stanford Graduate School of Education (GSE): Mentioned for the collaborative work on learning science and reflective practices with Dr. Shima Salehi. Articulate Rise 360: The authoring tool utilized by the Stanford EdTech team to build the self-paced learning modules. Connect with Us: Subscribe to the EdTech Learning Lab on All major platforms! Want to collaborate? Learn more about our work at Stanford EdTech: https://med.stanford.edu/edtech.html (https://med.stanford.edu/edtech.html)

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