Lynnea Mills, MD
Associate Professor
Medicine
School of Medicine

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 Acting Internship in Internal Medicine and serves as the career advisor for students applying into Preliminary Medicine positions.

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She directs the Clinical Skills Guidance Program, which coaches students working to enhance their clinical skills outside the standard curriculum, and she coaches around clinical skills and professional development for residents across departments. She is the Director of Accreditation for GME, supporting UCSF's 100+ residency and fellowship programs in meeting accreditation guidelines and engaging in continuous program improvement. 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.

Education & Training

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• Diversity, Equity, and Inclusion Champion Training University of California 2017
• Internal Medicine University of Washington 2013
• M.D. Columbia University 2010
• B.A. Stanford University 2004

Interests

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• coaching and remediation
• care of patients with serious/advanced illness
• education
• peer observation
• medical education
• learner assessment
• curriculum development
• communication
• hospital medicine

Publications (9)

Top publication keywords:
Physician-Patient RelationsPhysiciansFaculty, MedicalEthics, InstitutionalCommunicationStudents, MedicalCurriculumAttitude of Health PersonnelPersonal AutonomyEducation, Medical, UndergraduateResuscitation OrdersOrganizational PolicyTerminal CarePersonnel Administration, HospitalCardiopulmonary Resuscitation

• Clerkship Grading Committees: the Impact of Group Decision-Making for Clerkship Grading.
  Journal of general internal medicine 2019 Frank AK, O'Sullivan P, Mills LM, Muller-Juge V, Hauer KE
• Integrating Health Systems Science in early undergraduate medical education: barriers to implementation and lessons learned
  MedEdPublish. 2017 Mills L, Hoffman A, Khan A, Lai C
• Confidence with and Barriers to Serious Illness Communication: A National Survey of Hospitalists.
  Journal of palliative medicine 2017 Rosenberg LB, Greenwald J, Caponi B, Doshi A, Epstein H, Frank J, Lindenberger E, Marzano N, Mills LM, Razzak R, Risser J, Anderson WG
• Skill Set 1: The Beginning of the Encounter
  Chou C and Cooley L, ed. Communication Rx: Transforming Healthcare Through Relationship-Centered Communication. 2017 Fortin A, Mills LM
• Recognizing Quality Improvement and Patient Safety Activities in Academic Promotion in Departments of Medicine: Innovative Language in Promotion Criteria.
  The American journal of medicine 2016 Staiger TO, Mills LM, Wong BM, Levinson W, Bremner WJ, Schleyer AM

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• Medical Student Training on Code Status Discussions: How Far Have We Come?
  Journal of palliative medicine 2015 Mills LM, Rhoads C, Curtis JR
• Upgrading the Code Status Discussion: A Curriculum for Medical Trainees
  Upgrading the Code Status Discussion: A Curriculum for Medical Trainees 2015 Mills LM, Rhoads C, Curtis JR
• Understanding how institutional culture affects attending physicians' and trainees' resuscitation discussions.
  JAMA internal medicine 2015 Mills L, Anderson W
• Creating a Fun and Innovative New Teaching Tool for Residents
  Academic Internal Medicine Insight 2014 Mills L, Berman J, Arora N, Chapman M