Rebecca Blankenburg

Biographic Data

ID7060420
NAMERebecca Blankenburg
GIVEN NAMESRebecca
FAMILY NAMEBlankenburg
SIGNATUREBLANKENBURG R
AFFILIATIONSis president, Association of Pediatric Program Directors, and associate chair of education and clinical professor, Stanford University School of Medicine, Palo Alto, California.
ORCID0000-0002-1938-6113
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS0
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2025
H-INDEX0

  • Upholding our PROMISE

    Open AccessPatricia Poitevien, Oriaku Kas‐Osoka et al.ARTICLEMedical Education2025

  • Multi-institutional exploration of pediatric residents’ perspectives on anti-racism curricula

    Open AccessJessica Martin, J E Martin et al.ARTICLEMedical Education Online2025

    Our multi-institutional study affirms the need for pediatric resident anti-racism education, promotes co-creation as a method to affect culture change, and provides practical strategies for curricular design and implementation

  • The Effects of Coaching Pediatric Residents on Faculty Coaches’ Relationships, Learning, and Professional Identity Formation

    Open AccessSarah Kate Selling, Sahar N Rooholamini et al.ARTICLEAcademic Medicine2023

  • Upholding Our PROMISE

    Open AccessAudrea M Burns, Laura Kester Prakash et al.ARTICLEAcademic Medicine2023

    Purpose: Although Hispanic/Latinx, Black/African American, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander comprise 34% of the U.S. population, these racial and ethnic groups under-represented in medicine (UIM) account for only 7% of U.S. medical school faculty. Even when UIMs become faculty, they face many substantial challenges to success.1 Little has been published, however, on keys to academic success for URM young faculty…

  • Upholding Our PROMISE

    Open AccessLahia Yemane, Oriaku Kas‐Osoka et al.ARTICLEAcademic Medicine2023

  • The Impact of the Covid-19 Pandemic on Pediatric Graduate Medical Education

    Rebecca Blankenburg, Javier Gonzalez del Rey et al.ARTICLEAcademic Medicine2022

    In this article, the authors describe the impact of the COVID-19 pandemic on pediatric graduate medical education (GME), including the impact on clinical experiences for trainees, teaching methods used, trainee wellness, GME leader wellness and support, and the traditional interview process. A thorough literature review was done to identify impacts of the COVID-19 pandemic on pediatric GME. In addition, information was collected through Associati…

  • The #PedsMatch21 Webinar Series

    Mekala Neelakantan, Nicholas M Heitkamp et al.ARTICLEAcademic Medicine2022

    PROBLEM: The landscape of pediatric medical education changed significantly in the wake of the COVID-19 pandemic. Fourth-year medical students applying to pediatric residency programs were particularly affected by alterations to traditional away rotations, the inability to conduct in-person visits, and resulting changes in ways of communicating with residency programs. Applicants were concerned about the virtual component of the application cycle…

  • Righting the Autonomy-Supervision Pendulum

    Jess Moriarty, Jessica A Moriarty et al.ARTICLEAcademic Medicine2020

    PURPOSE: To explore trainee and faculty perspectives on an independent rounding intervention on general pediatrics wards at 2 institutions. METHOD: In July 2018, the authors introduced independent rounds 1 to 2 times a week at 2 training sites. In this qualitative study, the authors conducted semistructured focus groups with a purposive sample of junior trainees (clerkship medical students and postgraduate year [PGY] 1 residents), senior trainees…

  • What Makes the “Perfect” Inpatient Consultation? A Qualitative Analysis of Resident and Fellow Perspectives

    Sara Pavitt, Alyssa L Bogetz et al.ARTICLEAcademic Medicine2020

    PURPOSE: To characterize the methods of inpatient consult communication, given new communication modalities; to explore residents' and fellows' perspectives on the ideal consult and how this consult could affect their teaching, learning, and patient safety; and to identify barriers to and strategies for optimizing consultations. METHOD: Using qualitative grounded theory, the authors conducted semistructured focus groups with pediatric residents a…