About

Sophia W. Chen is an Associate Professor of Pediatrics at Rutgers New Jersey Medical School, where she also serves as the Course Director for the Physician's Core and holds the position of Assistant Professor of Pediatrics and Associate Dean. She is based in the Department of Pediatrics at the Medical Science Building in Newark, New Jersey. Dr. Chen earned her Doctor of Osteopathic Medicine (DO) degree from Chicago College of Osteopathic Medicine in 2003 and completed her pediatrics training at NJMS in 2007. She also holds a Master of Public Health (MPH) degree from Tulane School of Public Health, obtained in 1997, with a focus on Maternal and Child Health, and a Bachelor of Arts in Biology from Johns Hopkins University, earned in 1996. Her professional expertise encompasses pediatrics, with a background that includes extensive education and certification in the field. She is multilingual, speaking Chinese, and is actively involved in clinical education and hospital affiliations at University Hospital in Newark.

Research topics

• Cancer research
• Biology
• Medicine
• Cell biology
• Chemistry

Selected publications

• Hybrid Physical Examination: Integrating Peer Feedback with Standardized Patient Encounters

  Medical Science Educator · 2026-05-07

  articleOpen access

  Abstract Context Physical examination skills are fundamental to clinical practice, yet traditional training models often fail to integrate structured peer feedback with standardized patient (SP) encounters, limiting development of both clinical and feedback competencies. Objectives This study evaluated a novel hybrid physical examination training model that integrates structured peer feedback with SP encounters across multiple organ systems, hypothesizing that this approach would improve students’ physical examination knowledge, confidence, and feedback literacy. Methods This prospective educational intervention involved a cohort of 175 preclinical students at a U.S. medical school across four systems (musculoskeletal, cardiovascular, pulmonary, gastrointestinal) during 2025. Each session comprised facilitator-led peer practice using standardized checklists, followed by SP encounters where students rotated through examiner and observer roles, providing structured oral and written feedback. Pre- and post-session surveys assessed confidence and perceptions using a 5-point Likert scale, while ungraded knowledge tests measured skill acquisition. Data were analyzed using Mann-Whitney U tests. Results Knowledge scores improved significantly in musculoskeletal (MSK) (4.02 to 4.28, p = 0.048), cardiovascular (CV) (3.77 to 4.18, p = 0.018), and gastrointestinal (GI) (3.47 to 4.05, p = 0.028) sessions. Confidence in performing physical examinations increased significantly across all systems (all p < 0.001). Perceptions of SP educational value improved in MSK (4.26 to 4.69, p < 0.001), CV (4.41 to 4.71, p = 0.009), and GI (4.29 to 4.95, p < 0.001) sessions. Ratings for both giving and receiving feedback improved significantly in most sessions. Pulmonary session results showed confidence gains but non-significant changes in other measures, likely due to reduced response rates. Conclusions The hybrid model effectively enhanced physical examination knowledge, confidence, and feedback literacy across multiple organ systems. Integration of structured peer feedback with SP-based practice prepares students for collaborative and feedback-rich clinical environments. This model shows promise for strengthening skill acquisition and feedback competence in undergraduate medical education.

  PublisherOA PDFDOI

• Development of Leadership Skills During Anatomy Small-Group Sessions in a Pre-clerkship Medical Curriculum

  Medical Science Educator · 2025-04-14

  articleOpen access

  Abstract There is a demand for leadership development within undergraduate medical education. This study explored a student peer facilitator role within a pre-clerkship anatomy small-group curriculum to evaluate its impact on leadership skill development. Facilitators led their group during discussions, and the role rotated between group members after each quiz. Data were collected through paired pre- and post-course surveys, post-session summary forms, and individual reflection surveys. Facilitators reported significantly gaining confidence in various leadership skills ( p = 0.007). This suggests that a peer facilitator role could provide students with valuable leadership experience, and future studies could include more structured training and explicit feedback.

  PublisherOA PDFDOI

• MON-485 Adrenal Insufficiency After Treatment With Budesonide: A Case Report and Literature Review

  Journal of the Endocrine Society · 2025-10-01

  articleOpen access1st authorCorresponding

  Abstract Disclosure: S. Chen: None. B. Sheridan: None. C. Deutsch: None. C. Vaz Wicks: None. Introduction: Side effects of long-term systemic corticosteroids are well known and have led to the use of alternative treatment regimens for inflammatory conditions. An attractive alternative is budesonide, a glucocorticoid characterized by high binding affinity to receptors as well as a high first-pass effect in the liver (90%), resulting in high anti-inflammatory activity while limiting its systemic corticosteroid effects. We present a rare case of adrenal insufficiency following treatment with budesonide for lymphocytic colitis. We also review the literature on the use of budesonide and its association with risk of adrenal insufficiency. Clinical case: An 81-year-old woman with post-surgical hypothyroidism presented with fatigue, thin hair, and brittle nails. The patient was on budesonide 9 mg daily for at least 6 months for lymphocytic colitis. Given symptoms and steroid use, she was evaluated for adrenal insufficiency. Laboratory assessment revealed low AM serum cortisol of 1.5 ug/dL (6.2-19.4 ug/dL) and low ACTH of 6.7 pg/mL (7.2-63.3 pg/mL). Repeat AM cortisol was low at 1.0 ug/dL (6.2-19.4 ug/dL) with low ACTH of 5.2 (6-50 pg/mL). Budesonide was tapered and the patient was treated with hydrocortisone 5 mg twice daily while awaiting HPA axis recovery. 6 months later, an ACTH stimulation test showed improvement in adrenal function with cortisol at 0, 30, and 60 minutes being 7.1, 12.4, and 14.7 ug/dL. Hydrocortisone was stopped and the patient continued to have normal morning cortisol and ACTH suggesting sustained HPA axis recovery. Discussion: Oral budesonide undergoes extensive first pass metabolism in the liver (85-95%), limiting systemic concentration and minimizing effect on the HPA axis. In particular, budesonide is favored in treating patients with IBD over prednisolone as studies have shown significantly less suppression of adrenal function with budesonide. Despite this, cases of AI have been reported from use of both chronic oral and inhaled budesonide. From published literature to date, AI has been reported after as little as 5 months of use and an average dose of 9 mg daily orally. The timeframe for adrenal recovery can be several months, as long as 6 months as seen in this case. Complications such as adrenal crisis can occur. This case highlights the potential of prolonged adrenal insufficiency from long-term use of oral budesonide. Clinicians should remain vigilant when prescribing budesonide and monitor for adrenal insufficiency. Presentation: Monday, July 14, 2025

  PublisherOA PDFDOI

• Addressing visual learning equity in undergraduate dermatology education: Skin color representation across dermatology lecture images at Rutgers New Jersey Medical School

  Journal of the National Medical Association · 2025-02-01 · 2 citations

  articleOpen access

  Minimally-melanated skin has been the standard for dermatologic education. Research has shown that the lack of brown and black images in dermatologic medical education may contribute to unequal early recognition of diseases across different skin types. Promoting visual equity in educational resources throughout undergraduate medical education may allow for students to improve their confidence in identifying skin lesions in patients of color. Dermatology lectures at Rutgers New Jersey Medical School (NJMS) were examined using the New Immigrant Survey (NIS) Skin Color Scale. Four pre-clerkship lectures featuring various skin lesions were analyzed and images were categorized as light/white, medium/brown, and dark/black skin types. The light/white skin category was the most heavily represented accounting for 59.5 % (n = 185) of all images across the four lectures, medium/brown skin type accounted for 16.1 % (n = 50), and dark/black skin type was 24.4 % (n = 76). Across the four lectures, there were 109 dermatologic conditions covered. Of the 109, 35 (32 %) only included images from one skin tone, which was usually light/white skin, whereas 17 (16 %) included images of all three skin types. INSTITUTION is located in Newark, New Jersey a diverse community with 48.2 % of its residents identifying as Black/African American and 36.8 % identifying as Hispanic/Latino in 2022. Currently, there have been efforts at INSTITUTION to promote visual learning equity, especially to represent the community it resides in. Addressing this disparity in medical education is a vital step toward achieving more equitable healthcare practices and outcomes for patients.

  PublisherDOI

• Student Opinions on Interdisciplinary Team Teaching of Anatomy in a Medical, Dental, and Physical Therapy School

  Clinical Anatomy · 2025-08-03

  articleOpen access

  ABSTRACT While some health science professional programs may utilize a team to teach anatomy, they are often anatomists or professionals from the same field. The purpose of this study was to investigate the perspectives of health professional students on the incorporation of interdisciplinary team teaching comprised primarily of an anatomist, physical therapist, and a medical doctor to collectively teach a small group anatomy curriculum. The medical students (MS; N Class of 2025 = 179 and N Class of 2026 = 174), dental students (DS; N Class of 2027 = 90), and physical therapy students (PT; N Class of 2027 = 25) were enrolled in a human anatomy course between January 2023 and December 2023 and were invited to participate in this survey. Most students affirmed that each team member provided diverse perspectives to apply the anatomy to clinical settings, offering valuable insights and guidance for upper‐level courses and their careers. They acknowledged that different team members excelled in specific content areas, and even though students did not often specifically target a faculty member for various topics, collectively, the diverse teaching team aided in facilitating a well‐rounded learning experience. Students expressed high satisfaction with their professional school anatomy course, which was co‐taught by an interdisciplinary team. Although students had access to faculty from different professions, they generally did not seek out specific faculty for field‐related inquiries. They preferred to interact with the main teaching faculty, which included the primary anatomist, medical doctor, and physical therapist.

  PublisherOA PDFDOI

• Escape Room Activity to Teach Head and Neck Anatomy

  MedEdPORTAL · 2025-02-04 · 3 citations

  articleOpen access

  Introduction: Students have ranked head and neck anatomy as one of the most complex areas to learn as it contains highly detailed spaces. Incorporating a head and neck escape room activity into anatomy curricula provides an engaging and effective way for the students to review these spaces and their relationships. Methods: We piloted a head and neck escape room activity for the Rutgers School of Dental Medicine students (round A) and implemented a modified version for the Rutgers New Jersey Medical School students (round B) as an anatomy review. We utilized a mixed-methods analysis to determine the activity's effectiveness in reviewing this content and garner students' perceptions. Results: = .16). Discussion: While the escape room may not have shown significant improvement in knowledge, integrating this active learning tool does help students identify gaps in their knowledge and requires the utilization of various skills, which can make students better health care professionals.

  PublisherDOI

• Effect of peer facilitation in anatomy small group curriculum on academic performance and retention: A pilot study

  Anatomical Sciences Education · 2024-11-07 · 4 citations

  articleOpen access

  Peer-assisted learning and group facilitation have been proven to foster active participation in small-group learning, and these effective teaching modalities have been shown to enhance learning outcomes. This study introduced a student peer facilitator role in an anatomy small-group curriculum for pre-clerkship medical students and explored its impact on academic performance and retention. Students were required to rotate through this facilitator role and lead their small group during their designated sessions. Data collection methods included pre-course and post-course surveys, individual quiz grades, and retention quizzes sent 1 month after each quiz. Overall, the data revealed a significant increase in the overall combined quiz averages across the curriculum for facilitators compared to participants despite having no notable increase in preparation time (p = 0.004). While facilitators scored significantly higher on the course quizzes, the slight increase in their average retention quiz scores was not significant. This study was unable to identify any significant benefits to retention for either facilitators or participants. In all, this study suggests that a peer facilitation paradigm can be an effective educational modality for medical students, and future studies should explore ways to improve knowledge retention through this role.

  PublisherOA PDFDOI

• Effect of Peer Facilitation in Anatomy Small Group Curriculum: Academic Performance, Long-Term Retention, and Leadership Development

  Research Square · 2024-05-29

  preprintOpen accessSenior author

  <title>Abstract</title> Small group active learning has proven to enhance learning outcomes, with peer-assisted learning and facilitation being two important modalities in fostering active participation and leadership. This study introduced a student peer facilitator role in an anatomy small-group curriculum for pre-clerkship medical students and explored its impact on academic performance, leadership development, and long-term retention. Students were required to rotate through this unstructured facilitator role and lead their small group during their designated sessions. Data collection methods included pre-course and post-course surveys, post-session group reflection forms, individual quiz grades, and content-based surveys sent one month after each quiz. Overall, the data revealed a significant increase in quiz averages across the curriculum for facilitators (n = 19) compared to participants (n = 70), despite having no notable increase in preparation time. Facilitators (n = 23) also reported improved confidence in various leadership skills. A majority of participants reported that facilitation increased their understanding of the content and improved their group dynamics during the discussion period. This study was unable to identify any significant benefits to long-term retention for either facilitators or participants. In all, this study suggests that an unstructured peer facilitation paradigm can be an effective way to develop knowledge and leadership skills for medical students, and future studies should explore ways to improve knowledge retention through a structured facilitator role.

  PublisherOA PDFDOI

• Moving Beyond the Near-Peer Teaching Model with the Rutgers New Jersey Medical School Teaching Assistant Program

  Medical Science Educator · 2024-01-29 · 1 citations

  articleOpen accessSenior authorCorresponding
  PublisherOA PDFDOI

• Using ChatGPT in the Development of Clinical Reasoning Cases: A Qualitative Study

  Cureus · 2024 · 8 citations

  Senior author
  • Computer Science
  • Artificial Intelligence
  • Computer Science

  Background There has been an explosion of commentary and discussion about the ethics and utility of using artificial intelligence in medicine, and its practical use in medical education is still being debated. Through qualitative research methods, this study aims to highlight the advantages and pitfalls of using ChatGPT in the development of clinical reasoning cases for medical student education. Methods Five highly experienced faculty in medical education were provided instructions to create unique clinical reasoning cases for three different chief concerns using ChatGPT 3.0. Faculty were then asked to reflect on and review the created cases. Finally, a focus group was conducted to further analyze and describe their experiences with the new technology. Results Overall, faculty found the use of ChatGPT in the development of clinical reasoning cases easy to use but difficult to get to certain objectives and largely incapable of being creative enough to create complexity for student use without heavy editing. The created cases did provide a helpful starting point and were extremely efficient; however, faculty did experience some medical inaccuracies and fact fabrication. Conclusion There is value to using ChatGPT to develop curricular content, especially for clinical reasoning cases, but it needs to be comprehensively reviewed and verified. To efficiently and effectively utilize the tool, educators will need to develop a framework that can be easily translatable into simple prompts that ChatGPT can understand. Future work will need to strongly consider the risks of recirculating biases and misinformation.

  PublisherOA PDFDOI

Frequent coauthors

• James S. Goydos

  129 shared

• B. Wall

  73 shared

• Seung‐Shick Shin

  68 shared

• Mirjana Efremova

  Queen Mary University of London

  45 shared

• Zlatko Trajanoski

  Innsbruck Medical University

  45 shared

• Christoph H. Tripp

  Innsbruck Medical University

  44 shared

• Patrizia Stoitzner

  Universität Innsbruck

  44 shared

• Giuseppe Cappellano

  Università degli Studi del Piemonte Orientale “Amedeo Avogadro”

  42 shared

Education

• B.A., Biology

  John Hopkins University

  1996

• Other, Maternal and Child Health

  Tulane School of Public Health

  1997

• Other, Pediatrics

  Chicago College of Osteopathic Medicine

  2003

• Other, Pediatrics

  NJMS

  2007