Lynnea Mills, MD

Title(s)Assistant Professor, Medicine
SchoolSchool of Medicine
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    Collapse Education and Training
    University of Washington, Seattle, WA2013Internal Medicine
    Columbia University, New York, NYM.D.2010
    Stanford University, Stanford, CAB.A.2004
    University of California, San Francisco, CA2017Diversity, Equity, and Inclusion Champion Training

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    Collapse Overview
    Lynnea has been a clinician-educator in the Division of Hospital Medicine since 2014. She works clinically on the General Medicine inpatient services and focuses academically on medical education and communication. She directs the Sub-internship in Internal Medicine and serves as the career advisor for students applying into Preliminary Medicine positions. She directs the Clinical Skills Guidance Program, which coaches students working to enhance their clinical skills outside the standard curriculum. She is also Chair of the Clinical Competency Committee for the Internal Medicine residency program. Lynnea is currently pursuing a PhD in medical education, focusing on the impacts of stress/emotion on learning, particularly in the context of remediation. She is a faculty member in the Academy on Communication in Healthcare, and coaches faculty and trainees on communication, in addition to developing curricula for trainees on difficult conversations. More locally, she is a member of the UCSF Academy of Medical Educators and is excited to be involved with work surrounding feedback, coaching, and learner/supervisor relationships.

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    Publications listed below are automatically derived from MEDLINE/PubMed and other sources, which might result in incorrect or missing publications. Researchers can login to make corrections and additions, or contact us for help.
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    1. Frank AK, O'Sullivan P, Mills LM, Muller-Juge V, Hauer KE. Clerkship Grading Committees: the Impact of Group Decision-Making for Clerkship Grading. J Gen Intern Med. 2019 May; 34(5):669-676. PMID: 30993615.
      View in: PubMed
    2. Mills L, Hoffman A, Khan A, Lai C.Integrating Health Systems Science in early undergraduate medical education: barriers to implementation and lessons learned. MedEdPublish. 2017; 4(6):35.
    3. Rosenberg LB, Greenwald J, Caponi B, Doshi A, Epstein H, Frank J, Lindenberger E, Marzano N, Mills LM, Razzak R, Risser J, Anderson WG. Confidence with and Barriers to Serious Illness Communication: A National Survey of Hospitalists. J Palliat Med. 2017 09; 20(9):1013-1019. PMID: 28375816.
      View in: PubMed
    4. Fortin A, Mills LM.. Skill Set 1: The Beginning of the Encounter. Chou C and Cooley L, ed. Communication Rx: Transforming Healthcare Through Relationship-Centered Communication. 2017.
    5. Staiger TO, Mills LM, Wong BM, Levinson W, Bremner WJ, Schleyer AM. Recognizing Quality Improvement and Patient Safety Activities in Academic Promotion in Departments of Medicine: Innovative Language in Promotion Criteria. Am J Med. 2016 May; 129(5):540-6. PMID: 26829436.
      View in: PubMed
    6. Mills LM, Rhoads C, Curtis JR. Medical Student Training on Code Status Discussions: How Far Have We Come? J Palliat Med. 2016 Mar; 19(3):323-5. PMID: 26587872.
      View in: PubMed
    7. Mills LM, Rhoads C, Curtis JR.Upgrading the Code Status Discussion: A Curriculum for Medical Trainees. 2015.
    8. Mills L, Anderson W. Understanding how institutional culture affects attending physicians' and trainees' resuscitation discussions. JAMA Intern Med. 2015 May; 175(5):819-20. PMID: 25844728.
      View in: PubMed
    9. Mills L, Berman J, Arora N, Chapman M.Creating a Fun and Innovative New Teaching Tool for Residents. Academic Internal Medicine Insight. 2014; 3(12):10-11.