Ann Poncelet, MD

Neurologist

Dr. Ann Poncelet is a neurologist who specializes in treating myopathy and neuromuscular disorders, such as peripheral neuropathy, neuromuscular junction disorders and motor neuron disease. She has a particular interest in neuromuscular disorders that affect patients with rheumatic diseases, in which inflammation stresses joints, muscles, tendons or other supportive structures.

Poncelet has a special research interest in medical education, particularly on how relationships that span several years impact patients, learners and faculty.

Poncelet earned her medical degree at UCSF. She completed a residency in neurology at Stanford University Medical Center, followed by a fellowship in electromyography at the Mayo Clinic.

Poncelet is a professor of neurology at UCSF. She is also director of the Haile T. Debas Academy of Medical Educators and is known internationally for her work in longitudinal integrated clerkships, a model of clinical education that allows third-year medical students to see patients with supervision and evaluation from faculty.

Clinics

EMG Clinic
400 Parnassus Ave., Eighth Floor
San Francisco, CA 94143
Phone: (415) 353-4965
Fax: (415) 353-2898

Hours: Monday to Friday, 8 a.m. – 5 p.m.

Neuropathy Center
400 Parnassus Ave., Eighth Floor
San Francisco, CA 94143
Phone: (415) 353-2273
Fax: (415) 353-2898

Hours: Monday and Tuesday
9 a.m. – 4 p.m.

Conditions & Treatments

Academic Title

Professor

More about Ann Poncelet

Additional Languages

French

Education

UCSF 1988

Residencies

Stanford University, Neurology 1992

Fellowships

Mayo Clinic, Electromyography 1993

Selected Research and Publications

  1. Poncelet A, Lai CJ. Going from good to great: explicating norms through continuity in the clinical workplace. Med Educ. 2017 08; 51(8):777-779.
  2. Hudson JN, Poncelet AN, Weston KM, Bushnell JA, A Farmer E. Longitudinal integrated clerkships. Med Teach. 2017 Jan; 39(1):7-13.
  3. Poncelet AN, Hudson JN. Student Continuity with Patients: A System Delivery Innovation to Benefit Patient Care and Learning (Continuity Patient Benefit). Healthcare (Basel). 2015 Jul 22; 3(3):607-18.
  4. Simon NG, Ralph JW, Lomen-Hoerth C, Poncelet AN, Vucic S, Kiernan MC, Kliot M. Quantitative ultrasound of denervated hand muscles. Muscle Nerve. 2015 Aug; 52(2):221-30.
  5. O'Brien BC, Hirsh D, Krupat E, Batt J, Hansen LA, Poncelet AN, Ogur B, Hauer KE. Learners, performers, caregivers, and team players: Descriptions of the ideal medical student in longitudinal integrated and block clerkships. Med Teach. 2016; 38(3):297-305.
  6. Chou CL, Teherani A, Masters DE, Vener M, Wamsley M, Poncelet A. Workplace learning through peer groups in medical school clerkships. Med Educ Online. 2014; 19:25809.
  7. Simon NG, Ralph JW, Poncelet AN, Engstrom JW, Chin C, Kliot M. A comparison of ultrasonographic and electrophysiologic 'inching' in ulnar neuropathy at the elbow. Clin Neurophysiol. 2015 Feb; 126(2):391-8.
  8. Saba GW, Chou CL, Satterfield J, Teherani A, Hauer K, Poncelet A, Chen HC. Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students. Med Educ Online. 2014; 19:22522.
  9. Alegrķa DA, Boscardin C, Poncelet A, Mayfield C, Wamsley M. Using tablets to support self-regulated learning in a longitudinal integrated clerkship. Med Educ Online. 2014; 19:23638.
  10. Poncelet AN, Mazotti LA, Blumberg B, Wamsley MA, Grennan T, Shore WB. Creating a longitudinal integrated clerkship with mutual benefits for an academic medical center and a community health system. Perm J. 2014; 18(2):50-6.
  11. Greenhill J, Poncelet AN. Transformative learning through longitudinal integrated clerkships. Med Educ. 2013 Apr; 47(4):336-9.
  12. Poncelet AN, Wamsley M, Hauer KE, Lai C, Becker T, O'Brien B. Patient views of continuity relationships with medical students. Med Teach. 2013 Jun; 35(6):465-71.
  13. Hauer KE, O'Brien BC, Hansen LA, Hirsh D, Ma IH, Ogur B, Poncelet AN, Alexander EK, Teherani A. More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships. Acad Med. 2012 Oct; 87(10):1389-96.
  14. Hauer KE, Hirsh D, Ma I, Hansen L, Ogur B, Poncelet AN, Alexander EK, O'Brien BC. The role of role: learning in longitudinal integrated and traditional block clerkships. Med Educ. 2012 Jul; 46(7):698-710.
  15. O'Brien BC, Poncelet AN, Hansen L, Hirsh DA, Ogur B, Alexander EK, Krupat E, Hauer KE. Students' workplace learning in two clerkship models: a multi-site observational study. Med Educ. 2012 Jun; 46(6):613-24.
  16. Levitt DS, Hauer KE, Poncelet A, Mookherjee S. An innovative quality improvement curriculum for third-year medical students. Med Educ Online. 2012; 17.
  17. Hirsh D, Walters L, Poncelet AN. Better learning, better doctors, better delivery system: possibilities from a case study of longitudinal integrated clerkships. Med Teach. 2012; 34(7):548-54.
  18. Poncelet A, Bokser S, Calton B, Hauer KE, Kirsch H, Jones T, Lai CJ, Mazotti L, Shore W, Teherani A, Tong L, Wamsley M, Robertson P. Development of a longitudinal integrated clerkship at an academic medical center. Med Educ Online. 2011 Apr 04; 16.
  19. O'Brien BC, Poncelet AN. Transition to clerkship courses: preparing students to enter the workplace. Acad Med. 2010 Dec; 85(12):1862-9.
  20. Poncelet AN, Hauer KE, O'Brien B. The longitudinal integrated clerkship. Virtual Mentor. 2009 Nov 01; 11(11):864-9.

Publications are derived from MEDLINE/PubMed and provided by UCSF Profiles, a service of the Clinical & Translational Science Institute (CTSI) at UCSF. Researchers can make corrections and additions to their publications by logging on to UCSF Profiles.