Research fellowship
Rabkin Fellow in Medical Education[7]
Asha Anandaiah
About
Anandaiah's academic interests concern teaching communication and collaboration in intensive care, including code-status and consent conversations, interdisciplinary teaching, and feedback for pulmonary and critical care fellows. Her fellowship profile lists projects on bundled ICU consent, formative feedback and the interdisciplinary teaching environment. It records her selection as a Rabkin Fellow in Medical Education for 2015–2016 and a fellowship teaching award in 2016.
Research interests
Communication, collaboration, and interprofessional teaching in the ICU · Feedback · ICU communication · Interprofessional learning · Medical education
Journey
Education, training and research through time.
Undergraduate
Brown University
Medical school
University of Pittsburgh School of Medicine
Residency
Boston University Medical Center
Fellowship
Harvard Combined Pulmonary and Critical Care Fellowship
Fellowship
Rabkin Fellowship in Medical Education
- MD 2001
- 2001–2004
- 2006–2010
- Joined in 2010Employment
Pulmonary and critical care faculty and clinician-educator[11]
Beth Israel Deaconess Medical Center
The 2020 conference biography states she joined BIDMC faculty in 2010 and describes MICU, inpatient pulmonary consultation and outpatient practice.
- 2015–2016Fellowship
Rabkin Fellow in Medical Education[7]
Rabkin Fellowship in Medical Education
Named Rabkin Fellow in Medical Education for 2015–2016; host institution is not established by this source.
- 2018
1 attributed work
- Teaching Residents How to Talk About Death and Dying: A Mixed-Methods Analysis of Barriers and Randomized Educational Intervention.
The American journal of hospice & palliative care
- Teaching Residents How to Talk About Death and Dying: A Mixed-Methods Analysis of Barriers and Randomized Educational Intervention.
- 2019
1 attributed work
- Implementation of a Bundled Consent Process in the ICU: A Single-Center Experience.
Critical care medicine · First author
- Implementation of a Bundled Consent Process in the ICU: A Single-Center Experience.
- 2023
- 2024
1 attributed work
- 2025
2 attributed works
- Bridging the gap: a multicenter survey study of interprofessional teaching for medical students in the intensive care unit.
BMC medical education
- "Modeling the Behaviors and the Interactions That We Value": Critical Care Attending Physician Perspectives on Interprofessional Teaching in Graduate Medical Education.
ATS scholar · First author
- Bridging the gap: a multicenter survey study of interprofessional teaching for medical students in the intensive care unit.
- Dates not listed
- Dates not established by retained sourceEmployment
PCCM fellowship program director[10]
MGH-BIDMC Harvard Pulmonary and Critical Care Fellowship
Program director listed under Program Leadership on the official faculty roster; this is a leadership role, not another fellowship training episode.
- Dates not established by retained sourceEmployment
Pulmonary Medicine Clerkship director and Assistant Professor of Medicine[9]
Beth Israel Deaconess Medical Center and Harvard Medical School
The official BIDMC provider profile lists the clerkship-director and Harvard Medical School academic roles. Their start dates are not supplied; these titles do not inherit the 2010 faculty-entry date.
Works appear by publication year. Their position does not establish where or when the underlying research was performed.
Education and training
Degrees, training periods and the milestones within them.
- Dates not listed
- MD 2001
- 2001–2004
- 2006–2010
- 2015–2016Fellowship
Rabkin Fellow in Medical Education[7]
Rabkin Fellowship in Medical Education
Named Rabkin Fellow in Medical Education for 2015–2016; host institution is not established by this source.
Research
Research interests
Communication, collaboration, and interprofessional teaching in the ICU[7]
Research interests
Feedback[7]
Research interests
ICU communication[7]
Research interests
Interprofessional learning[7]
Research interests
Medical education[7]
Resources
Projects and appearances
The official fellowship profile records Asha Anandaiah receiving the teaching award in 2016.
Award recipient
The APCCMPD 2020 program lists Asha Anandaiah presenting on behalf of Camille Petri. Only the conference program was inspected.
Listed presenter
- Conference program inspected; recording/transcript not reviewed.
Selected reading
Bridging the gap: a multicenter survey study of interprofessional teaching for medical students in the intensive care unit.
Three-center survey and thematic analysis
Methods
- Surveyed Harvard medical students following MGH, BIDMC and BWH MICU rotations in 2020–2021; 25 of 53 responded.
Findings
- Pharmacists were reported to teach most often on rounds; nurses and respiratory therapists frequently taught at the bedside outside rounds. Most respondents welcomed more interprofessional teaching.
Limitations
- Small single-medical-school sample with 47% response and no site comparisons; no intervention, learning retention or workplace outcome measured.
Implementation of a Bundled Consent Process in the ICU: A Single-Center Experience.
Single-center survey study
Methods
- Surveyed internal medicine residents at an academic center requiring bundled ICU consent; 102 of 164 responded.
Findings
- 26% felt confident that they obtained valid procedural consent; 11% reported complete procedure-specific discussions. Respondents differed about the value of bundled consent.
Limitations
- Reported practice and confidence do not directly measure consent validity, family understanding or patient outcomes; abstract reviewed.
"Modeling the Behaviors and the Interactions That We Value": Critical Care Attending Physician Perspectives on Interprofessional Teaching in Graduate Medical Education.
Concurrent mixed-methods study
Methods
- Surveyed 26 BIDMC critical-care attendings and conducted focus groups.
Findings
- 23 attendings responded; ten joined focus groups. Participants endorsed interprofessional teaching but described low frequency and barriers involving time, relationships and colleague discomfort.
Limitations
- Small, single-center pre-pandemic self-report sample; no intervention or causal effect on collaboration, learning or patient care was tested.
Start Here: Incorporating Interprofessional Teaching into a Curriculum for Intensive Care Unit Residents.
Editorial appraisal
Methods
- Discusses another team’s recurring interprofessional ICU lecture curriculum and its evaluation.
Findings
- Highlights prepared materials, predictable scheduling, modest speaker burden and attending presence; advocates evaluation of workplace behavior and interprofessional attitudes.
Limitations
- Editorial rather than its authors’ intervention trial. The discussed evaluation used indirect outcomes and omitted nurse and respiratory-therapist perspectives.
Teaching Residents How to Talk About Death and Dying: A Mixed-Methods Analysis of Barriers and Randomized Educational Intervention.
Randomized pilot educational study
Methods
- 45 second- and third-year residents were randomized to a 30-minute simulation or didactic communication session and completed post-session surveys.
Findings
- Both groups reported greater comfort and preparation discussing dying; simulation participants reported greater acquisition of new skills. Uncertain prognosis was a prominent reported barrier.
Limitations
- Abstract-level review. Post-session self-assessment does not establish durable behavior or patient/family benefit.
Who Is Teaching Residents in the Intensive Care Unit? Perceptions of Interprofessional Teaching at an Academic Medical Center.
Cross-sectional survey
Methods
- Surveyed clinicians and residents in three BIDMC ICUs during September 2019–March 2020.
Findings
- 221 of 285 invited participants responded. Nonphysician professionals contributed frequently to care, but teaching was reported less often; perceptions differed by profession.
Limitations
- Single-center self-report rather than direct observation; no educational intervention or patient-outcome effect was tested.
Publications
6 attributed works · 2 first author. Counts reflect resolved authorship and may be incomplete.
- 2025Bridging the gap: a multicenter survey study of interprofessional teaching for medical students in the intensive care unit.BMC medical educationPMID 41039390
- 2024
- 2019Implementation of a Bundled Consent Process in the ICU: A Single-Center Experience.Critical care medicinefirst authorPMID 31305496
- 2018Teaching Residents How to Talk About Death and Dying: A Mixed-Methods Analysis of Barriers and Randomized Educational Intervention.The American journal of hospice & palliative carePMID 29642710
Sources
Sources are listed once and connected to each accepted claim they support. Excerpts preserve the source language used in the review.
- [1]Bridging the gap: a multicenter survey study of interprofessional teaching for medical students in the intensive care unit.
1 source claim · Reviewed Sep 8, 2026
Attributed work: Bridging the gap: a multicenter survey study of interprofessional teaching for medical students in the intensive care unit. | DOI 10.1186/s12909-025-07629-2 | PMID 41039390 | 2025
2025
BioC document first passage infon name_6: surname:Anandaiah;given-names:Asha M.; own article-id_doi; abstract and body passages
- [2]Implementation of a Bundled Consent Process in the ICU: A Single-Center Experience.
1 source claim · Reviewed Sep 8, 2026
Attributed work: Implementation of a Bundled Consent Process in the ICU: A Single-Center Experience. | DOI 10.1097/ccm.0000000000003905 | PMID 31305496 | 2019
2019
resultList.result[0].authorList.author[0]; authorAffiliationDetailsList; own doi/id; abstractText
- [3]"Modeling the Behaviors and the Interactions That We Value": Critical Care Attending Physician Perspectives on Interprofessional Teaching in Graduate Medical Education.
1 source claim · Reviewed Sep 8, 2026
Attributed work: "Modeling the Behaviors and the Interactions That We Value": Critical Care Attending Physician Perspectives on Interprofessional Teaching in Graduate Medical Education. | DOI 10.34197/ats-scholar.2024-0134oc | PMID 40479547 | 2025
2025
PDF page 1: named byline and superscript affiliations; article DOI; abstract and body
- [4]Start Here: Incorporating Interprofessional Teaching into a Curriculum for Intensive Care Unit Residents.
1 source claim · Reviewed Sep 8, 2026
Attributed work: Start Here: Incorporating Interprofessional Teaching into a Curriculum for Intensive Care Unit Residents. | DOI 10.34197/ats-scholar.2024-0128ed | PMID 39822232 | 2024
2024
BioC document first passage infon name_1: surname:Anandaiah;given-names:Asha; own article-id_doi; abstract and body passages
- [5]Teaching Residents How to Talk About Death and Dying: A Mixed-Methods Analysis of Barriers and Randomized Educational Intervention.
1 source claim · Reviewed Sep 8, 2026
Attributed work: Teaching Residents How to Talk About Death and Dying: A Mixed-Methods Analysis of Barriers and Randomized Educational Intervention. | DOI 10.1177/1049909118769674 | PMID 29642710 | 2018
2018
resultList.result[0].authorList.author[4]; authorAffiliationDetailsList; own doi/id; abstractText
- [6]Who Is Teaching Residents in the Intensive Care Unit? Perceptions of Interprofessional Teaching at an Academic Medical Center.
1 source claim · Reviewed Sep 8, 2026
Attributed work: Who Is Teaching Residents in the Intensive Care Unit? Perceptions of Interprofessional Teaching at an Academic Medical Center. | DOI 10.34197/ats-scholar.2023-0008oc | PMID 37795128 | 2023
2023
BioC document first passage infon name_3: surname:Anandaiah;given-names:Asha; own article-id_doi; abstract and body passages
- [7]https://www.pulmonaryfellowship.hms.harvard.edu/asha-anandaiah
8 source claims · 1 journey details · Reviewed Sep 8, 2026
Rabkin Fellow in Medical Education: 2015–2016. Named Rabkin Fellow in Medical Education for 2015–2016; host institution is not established by this source.
Biographical context: Anandaiah's academic interests concern teaching communication and collaboration in intensive care, including code-status and consent conversations, interdisciplinary teaching, and feedback for pulmonary and critical care fellows. Her fellowship profile lists projects on bundled ICU consent, formative feedback and the interdisciplinary teaching environment. It records her selection as a Rabkin Fellow in Medical Education for 2015–2016 and a fellowship teaching award in 2016.
Named Asha Anandaiah profile, Academic Interests, Awards and Recognition, and Current Projects. Listed projects are undated profile descriptions; no claim of active enrollment or personal mentor access.
Official headshot: Portrait
Image attached to named official Asha Anandaiah profile/card; original source URL https://images.squarespace-cdn.com/content/v1/5989e512d2b8578f99509325/d35ccc17-5af1-4a6b-8fab-5c4ba840385e/Anandaiah.jpeg Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-740f2dea90a39ca8.txt; candidate evidence lines 50-52, 48-50, 46-48.
Research fellowship: Rabkin Fellow in Medical Education
Asha Anandaiah profile, Awards and Recognition: named a Rabkin Fellow in Medical Education for 2015-16. The source does not establish a host institution for this fellowship.
Research interests: Communication, collaboration, and interprofessional teaching in the ICU
Asha Anandaiah: brief.focus. Review named profile section and source bundle. This is a candidate synthesis; source support must be checked claim by claim. Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-740f2dea90a39ca8.txt; candidate evidence lines 46-48, 50-52, 48-50.
Research interests: Feedback
Asha Anandaiah: guide.interests[2]. Review named profile section and source bundle. This is a candidate synthesis; source support must be checked claim by claim. Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-740f2dea90a39ca8.txt; candidate evidence lines 46-48, 50-52, 48-50.
Research interests: ICU communication
Asha Anandaiah: guide.interests[1]. Review named profile section and source bundle. This is a candidate synthesis; source support must be checked claim by claim. Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-740f2dea90a39ca8.txt; candidate evidence lines 46-48, 50-52, 48-50.
Research interests: Interprofessional learning
Asha Anandaiah: guide.interests[3]. Review named profile section and source bundle. This is a candidate synthesis; source support must be checked claim by claim. Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-740f2dea90a39ca8.txt; candidate evidence lines 50-52, 48-50, 46-48.
Research interests: Medical education
Asha Anandaiah: guide.interests[0]. Review named profile section and source bundle. This is a candidate synthesis; source support must be checked claim by claim. Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-740f2dea90a39ca8.txt; candidate evidence lines 50-52, 48-50, 46-48.
- [8]asha-anandaiah: doximity-secondary-profile.html
3 source claims · 3 journey details · Reviewed Sep 8, 2026
Medical school: MD 2001. Dates reported by a matching Doximity physician profile; these years are secondary-source observations.
Internal medicine residency: 2001–2004. Dates reported by a matching Doximity physician profile; these years are secondary-source observations.
Pulmonary and critical care fellowship: 2006–2010. Dates reported by a matching Doximity physician profile; these years are secondary-source observations.
Fellowship: Harvard Combined Pulmonary and Critical Care Fellowship
Asha Anandaiah: education/career section; original label 2006–2010. Date endpoints versus ranges require review. Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-c7f1c0828f313701.txt; candidate evidence lines 66-68, 46-48, 16-18.
Medical school: University of Pittsburgh School of Medicine
Asha Anandaiah: education/career section; original label MD 2001. Date endpoints versus ranges require review. Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-c7f1c0828f313701.txt; candidate evidence lines 66-68, 46-48, 16-18.
Residency: Boston University Medical Center
Asha Anandaiah: education/career section; original label 2001–2004. Date endpoints versus ranges require review. Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-c7f1c0828f313701.txt; candidate evidence lines 66-68, 46-48, 16-18.
- [9]https://findadoc.bidmc.org/details/33/asha-anandaiah-internal_medicine-critical_care_medicine-internal_medicine-pulmonary_disease-boston-cambridge
4 source claims · 4 journey details · Reviewed Sep 8, 2026
Medical school: MD 2001. Dates reported by a matching Doximity physician profile; these years are secondary-source observations.
Internal medicine residency: 2001–2004. Dates reported by a matching Doximity physician profile; these years are secondary-source observations.
Pulmonary and critical care fellowship: 2006–2010. Dates reported by a matching Doximity physician profile; these years are secondary-source observations.
Pulmonary Medicine Clerkship director and Assistant Professor of Medicine: Dates not established by retained source. The official BIDMC provider profile lists the clerkship-director and Harvard Medical School academic roles. Their start dates are not supplied; these titles do not inherit the 2010 faculty-entry date.
Fellowship: Massachusetts General Hospital
Asha Anandaiah: PCCM fellowship training section Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-dc5c2c9e6934ddf4.txt; candidate evidence lines 59-61, 54-56, 1-2.
Medical school: University of Pittsburgh School of Medicine
Asha Anandaiah: MD training section Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-dc5c2c9e6934ddf4.txt; candidate evidence lines 59-61, 54-56, 1-2.
Professional role: Director, Pulmonary Medicine Clerkship; Assistant Professor of Medicine, Harvard Medical School
Named Asha M. Anandaiah physician page, Clinical Titles: Director, Pulmonary Medicine Clerkship; Academic Titles: Assistant Professor, Medicine, Harvard Medical School.
Residency: Boston University Medical Center
Asha Anandaiah: Residency training section Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-dc5c2c9e6934ddf4.txt; candidate evidence lines 59-61, 54-56, 1-2.
- [10]https://www.pulmonaryfellowship.hms.harvard.edu/faculty
2 source claims · 1 journey details · Reviewed Sep 8, 2026
PCCM fellowship program director: Dates not established by retained source. Program director listed under Program Leadership on the official faculty roster; this is a leadership role, not another fellowship training episode.
Fellowship leadership: Program Director, MGH-BIDMC Harvard Pulmonary and Critical Care Fellowship; Beth Israel Deaconess Medical Center
Official faculty roster, Program Leadership, named Asha Anandaiah card: Program Director, Assistant Professor of Medicine, Beth Israel Deaconess Medical Center.
Professional role: Program Director; Beth Israel Deaconess Medical Center
Named roster card for Asha Anandaiah; preserve source cohort label rather than infer current year. Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-c88a0638f794cc0e.txt; candidate evidence lines 90-92, 77-79, 71-73.
- [11]asha-anandaiah: apccmpd-2020-program.pdf
2 source claims · 2 journey details · Reviewed Sep 8, 2026
Undergraduate education: Dates not listed
Pulmonary and critical care faculty and clinician-educator: Joined in 2010. The 2020 conference biography states she joined BIDMC faculty in 2010 and describes MICU, inpatient pulmonary consultation and outpatient practice.
Professional role: Pulmonary and critical care faculty and clinician-educator; Beth Israel Deaconess Medical Center
Asha Anandaiah: education/career section; original label 2010 onward. Date endpoints versus ranges require review. Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-3a21a78c827abe34.txt; candidate evidence lines 699-701, 694-696, 704-706.
Undergraduate education: Brown University
Asha Anandaiah: education/career section; original label Dates not listed. Date endpoints versus ranges require review. Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-3a21a78c827abe34.txt; candidate evidence lines 695-697, 693-695, 704-706.
- [12]asha-anandaiah: ats-scholar-2023-who-is-teaching.html
1 source claim · Reviewed Sep 8, 2026
Resource: Who Is Teaching Residents in the Intensive Care Unit?
Article title and named author/affiliation block: Who Is Teaching Residents in the Intensive Care Unit? Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-ebb245976cb3cc7c.txt; candidate evidence lines 664-666, 563-565, 31-33.
- [13]camille-petri: Attending perspectives
1 source claim · Reviewed Sep 8, 2026
Resource: Modeling the Behaviors and the Interactions That We Value
Article title and named author/affiliation block: Modeling the Behaviors and the Interactions That We Value Retained normalized text /Users/tejas/.local/share/medcorpus/research/shared-person-knowledge-2026-09-08/mgh/derived/src-7b02388c052c55df.txt; candidate evidence lines 894-896, 864-866, 796-798.
