Dr. Sandra Oza completed her undergraduate degree at Princeton University and received her MD from the New York University School of Medicine, followed by internship and residency training in the primary care/internal medicine program at the Hospital of the University of Pennsylvania. She then completed a two-year Clinician Educator fellowship at the University of California, San Francisco, during which time she received her Master’s degree in Education from the University of California, Berkeley, and then stayed on as faculty at UCSF for two years.  She joined the faculty at Einstein in October 2015.

Dr. Oza's clinical practice is in general internal medicine at  the Montefiore Family Care Center. She is also Co-Director of the Introduction to Clinical Medicine Program and the Transition to Clerkship at Einstein.  Her academic interests in medical education include: clinical skills education, assessment and remediation; clinical reasoning; learning communities and professional identity formation. 

Cornes S, Torre D, Fulton TB, Oza S, Teherani A, and Chen HC. When students' words hurt: 12 tips for helping faculty receive and respond constructively to student evaluations of teaching. Med Ed Online 2023; 28:1. DOI: 10.1080/10872981.2022.2154768

Oza SK, Joo P, Grochowalski JH, Rougas S, George P and Milan F. Novel use of an OSCE to assess medical students' responses to a request for a low value diagnostic imaging test: A mixed methods analysis. Patient Educ Couns 2021; S0738-3991(21)00680-7.

Gupta S, Jackson JM, Appel JL, Ovitsh RK, Oza SK, Pinto-Powell R, Chow CJ, Roussel D. Perspectives on the current state of pre-clerkship clinical reasoning instruction in United States medical schools: a survey of clinical skills course directors. Diagnosis (Berl). 2021 Jul 1.

Santos MT, Oza S, Naqvi Z, Grochowalski JH, George P, Jordan W and Joo P. Assessing Student Competencies in Antibiotic Stewardship and Patient Counseling. Family Medicine 2020; 52(5):357-360.

Kelly J, Oza SK, Feinn R and Cassese T. Implementation of a Hypothesis Driven Physical Exam Session in a Transition to Clerkship Program.  MedEdPORTAL 2020; 16:11043. 

Oza SK, van Schaik S, Boscardin CK, Pierce R, Miao E, Lockspeiser T, Tad-Y D, Aagaard E, Kuo AK. Leadership observation and feedback tool: A novel instrument for assessment of clinical leadership skills.  Journal of Graduate Medical Education 2018; 10(5): 573-582.

Oza SK, Wamsley M, Boscardin CK, Batt J and Hauer KE. Medical students' engagement in interprofessional collaborative communication during an interprofessional observed structured clinical examination: A qualitative study. Journal of Interprofessional Education & Practice 2017; 7: 21-27.

Oza SK, Boscardin CK, Wamsley M, Sznewajs A, May W, Nevins A, Srinivasan M, and Hauer K. Assessing 3rd year medical students' interprofessional collaborative practice behaviors during a standardized patient encounter: A multi-institutional, cross-sectional study. Med Teach 2015; 37(10).

Hauer KE, Boscardin C, Fulton T, Lucey C, Oza S and Teherani A. Using a curricular vision to define entrustable professional activities for medical student assessment. JGIM 2015; 30(9): 1344-1348.

Hauer KE, Oza SK, Kogan JR, Stankiewicz CA, Stenfors-Hayes T, ten Cate O, Batt J, O'Sullivan PS: How clinical supervisors develop trust in their trainees: a qualitative study. Medical Education 2015; 49(8): 783-95.