Ting Dong, PhD

Ting Dong, PhD

ting dong

Name: Ting Dong, PhD

Department of Primary Appointment: Dept. of Medicine
Position: USU Faculty
Title: Research Associate Professor

Email: ting.dong.ctr@usuhs.edu (link sends e-mail)

Department Website



Dr. Ting Dong is a Research Associate Professor in the Department of Medicine at the Uniformed Services University of the Health Sciences (USU). She is an Assistant Director of the School of Medicine’s Long-Term Career Outcome Study (LTCOS). Dr. Dong completed her PhD in educational psychology in 2009 (University of Illinois at Urbana-Champaign), with a focus on cognitive science of teaching and learning. She also specializes in quantitative methodologies for education, holding a Master’s degree in applied statistics (University of Illinois at Urbana-Champaign). Dr. Dong has published her work in a variety of peer-reviewed journals and presented at national and international conferences. 

Research Interests

Dr. Dong has two research areas of interest -- medical education and team-based learning. For medical education research, she collaborates extensively with medical educators, psychologists, psychometricians, and administrators at USU and other universities and health professions organizations such as the National Board of Medical Examiners and American Board of Internal Medicine. The research topics are wide ranging with an emphasis on assessment tool development and validation. Her work in team-based learning focuses on small group process in instruction and learning. She has published over 40 articles in peer-reviewed journals and made major contributions to the publication of the two LTCOS Military Medicine special editions that included systematic and longitudinal investigations of USU's medical students' outcomes from admission to many years after graduation.


  • Quantitative Research Methods in HPE
  • Advanced Quantitative Research Methods in HPE

Select Publications

  1. Dong, T., Kelly, W., Hays, M., Berman, N., Durning, S.J. (2017). An investigation of professionalism reflected by student comments on formative virtual patient encounters. BMC Medical Education, 17(1):3. DOI: 10.1186/s12909-016-0840-9.
  2. Dong, T., Zahn, C., Saguil, A., Swygert, K.A., Yoon, M., Servey, J., Durning, S.J. (2017). The associations between clerkship objective structured clinical examination (OSCE) scores and residency match and subsequent performance. Teaching and Learning in Medicine, 1-6.
  3. LaRochelle, J. S., Dong, T., & Durning, S. J. (2016). Pre-Clerkship clinical skills and clinical reasoning course performance:  Explaining the variance in clerkship performance. Perspectives on Medical Education, 5(4):215-221.
  4. Durning, S. J., Dong, T., Ratcliffe, T., Schuwirth, L., Artino, A. R., Boulet, J. R., Eva, K. (2016). Comparing open- and closed book examinations: A systematic review. Academic Medicine, 91(4):583-399.
  5. Lin, T., Anderson, R. C., Jadallah, M., Nguyen-Jahiel, K., Kim, I., Kuo, L., Miller, B. W., Dong, T., Wu, X., & Li., Y. (2015). Social influences on children’s development of relational thinking during small-group discussions. Contemporary Educational Psychology, 41, 83-97.
  6. Cleary, T. J., Dong, T., & Artino, A. R. (2014). Examining Shifts in Medical Students’ Microanalytic Motivation Beliefs and Regulatory Processes During a Diagnostic Reasoning Task. Advances in Health Science Education. (AERA Division I Outstanding Publication Award for Articles in 2014).