Graduate Programs in Health Professions Education

• Georgetown University Medical School, Washington, DC – M.D.  1973
• Fellowship in Medicine, Endocrinology, Georgetown University  1978
• Fellow in Endocrinology, Department of Medicine, Walter Reed 1980
• Stanford University Faculty Development Program 1987

The themes of my scholarly work are seen in these selected publications, including studies and essays.

Conceptual Frameworks of Assessment

• Pangaro L, A New Vocabulary and Other Innovations for Improving Descriptive In-training
  Evaluations, Academic Medicine, 74: 1203-1207, 1999.
• Pangaro LN, A Shared Professional Framework for Anatomy and Clinical Clerkships, Clinical Anatomy, 2006, 19: 419-428.
• Pangaro L, ten Cate O, AMEE Guide - Frameworks for Learner Assessment in Medicine Medical Teacher, 35, 524 – 537, (2013)
• Pangaro L, Investing in Descriptive Evaluation: a vision for the future of assessment. Medical Teacher. 22(5), 478 - 481, 2000.
• Rodriguez R, Pangaro L, "Mapping the ACGME competencies to the RIME Framework", Academic Medicine, 87 (12), 1781.

Research on RIME and Evaluation Systems

• Hemmer P, Hawkins R, Jackson J, Pangaro L, Assessing How Well Three Evaluation Methods detect Deficiencies in Medical Students' Professionalism in Two Settings of an Internal Medicine Clerkship, Academic Medicine 75, 167 - 173, 2000.

• Gaglione MM, Moores L, Pangaro L, Hemmer PA Does Group Discussion of Student Clerkship Performance at an Education Committee Affect an Individual Committee Member’s Decisions? Academic Medicine 80:S55-S58, 2005. 
• DeWitt DE, Carline D , Paauw DS , Pangaro L, A Pilot Study of a "RIME" framework-based Tool for Giving Feedback in a Multi-specialty Longitudinal Clerkship, Medical Education, 42: 1205 -1209, 2008.

Standardized Examinees and Simulation

• Pangaro LN, Worth-Dickstein H, Macmillan K, Shatzer J, Klass D, Performance of "Standardized Examinees" in a Standardized Patient Examination of Clinical Skills, Academic Medicine. 72: 1008 –
• Worth-Dickstein H, Pangaro L, MacMillan MK, Klass DJ, Shatzer JH Use of "Standardized Examinees" to Screen for Standardized-patient Bias in a Clinical Skills Examination, Teaching and Learning in Medicine,  17(1), 9 – 13, 2005.
• LaRochelle JS, Durning SJ, Pangaro LN, Artino AR, van der Vleuten C, Schuwirth, Impact of Increased Authenticity in Instructional Format on Preclerkship Students' Performance: A Two-Year, Prospective, Randomized Study, Acad Med. Oct;87(10):1341-7, 2012.

Assessment of Competence

• Pangaro LN, Holmboe, “Evaluation Forms and Formal Rating Scales”, Practical Guide to the Evaluation of Clinical Competence, ed Holmboe and Hawkins, Elsevier, 2008, p 24-41.

• Donato AA , Pangaro L , Smith C, Rencic J , Diaz Y , Mensinger J , Holmboe E, Evaluation of a Novel Assessment Tool for Observing Medical Residents, a Randomized Controlled Trial, Medical Education, 42: 1234-1242, 2008.

• Durning SJ, LaRochelle J, Pangaro L , Artino A  Boulet J,  vanr der Vleuten C,  Hemmer P ,
• Does the Authenticity of Preclinical Teaching Format Affect Subsequent Clinical Clerkship Outcomes? A Prospective Randomized Crossover Trial, Teaching Learning in Med. ,(2):177-82, 2012
• Durning SJ, Artino AR Jr, Pangaro LN, van der Vleuten C, Schuwirth L. Perspective: redefining context in the clinical encounter: implications for research and training in medical education. Academic Medicine , 85(5):894-901, 2010

 Curricular Reform, and educational systems

• PangaroL, The Role and Value of the Basic Sciences in Medical Education: The Perspective of Clinical Education - Students’ Progress from Understanding to Action, J International Assoc of Medical Science EducatorsVolume 20-3 307 – 313, 2010
• Finnerty EP, Chauvin S, Bonaminio G, Andrews M, Carroll RG, Pangaro LN. Flexner revisited: the role and value of the basic sciences in medical education. Academic Medicine. 85(2):349-55. 2010
• Pangaro L, Bachicha J, Brodkey A, Chumley-Jones H, Fincher RM, Gelb D, Morgenstern B, Sachdeva A, Expectations of and for Clerkship Directors - A Collaborative Statement from the Alliance for Clinical Education, Teach Learn Med2003 15: 217-222.
• Pangaro LN, editor, Leadership and Success In Medical Education, American College of Physicians, series on Teaching Internal Medicine (J. Ende, general editor), 2010, ACP Press, Philadelphia, PA.

• Gimbel R, Pangaro LN, Barbour G, America’s “Undiscovered” Laboratory for Health Service Research,  Medical Care, Med Care. 2010 Aug; 48(8):751-

• Pock A, Pangaro L, Gilliland W, , The "Pillars" of Curriculum Reform" (manuscript #ACADMED-D-13-01220R1, Academic Medicine, accepted for publication,/69.

• Pangaro L, [invited] Commentary: getting to the next phase in medical education-a role for the vice-chair for education Academic Medicine, 2012 Aug;87(8):999-1001.

Faculty Development

• Roop S, Pangaro L, Measuring the Impact of Clinical Teaching on Student Performance during a Third Year Medicine Clerkship, Amer J Med. 110 (3). 205-209, 2001. (accompanying editorial, by Irby and Papadakis, "Does Good Clinical Teaching Really make a Difference?")
• Guidebook For Clerkship Directors, co-editor, 3rd edition, Ruth-Marie Fincher general editor, Alliance for Clinical Education, 2005.
• Schuster B and Pangaro L, Understanding Systems of Education: What to Expect of, and for, Each Faculty Member, in Leadership Careers in Medical Education, ed Pangaro, American College of Physicians, 2010, pp 51-71.
• Pangaro LN, editor, Leadership and Success In Medical Education, American College of Physicians, series on Teaching Internal Medicine (J. Ende, general editor), 2010, ACP Press, Philadelphia, PA.

Electronic medical record

• Stephens MB, Gimbel RW, Pangaro L, The RIME/EMR Scheme: An Educational Approach to Clinical Documentation in Electronic Medical Records, Academic Medicine, 86, (1):11-14, 2010
• Hanson JL, Stephens MB, Pangaro LN, Gimbel RW,  Quality of Outpatient Clinical Notes: A Stakeholder-  derived Definition with Implications for a Quality Rating Instrument: A Qualitative Study, BMC Health Services  Research, Nov 19;12:407, 2012.
• Harry B. Burke, Albert Hoang, ,¹ Dorothy Becher, , ¹ Paul Fontelo, ,³ Fang Liu, ³  CAPT Mark Stephens, Louis N. Pangaro, Laura L. Sessums, Patrick O’Malley,, Nancy S. Baxi,Christopher W. Bunt,Maj. Vincent F. Capaldi, Julie M. Chen, Barbara A. Cooper, David A. Djuric,Joshua A. Hodge, Shawn Kane, Charles Magee, Zizette R. Makary, Renee M. Mallory, Thomas Miller, Adam Saperstein, Jessica Servey, Ronald W. Gimbel,  QNOTE: A validated instrument for evaluating the quality of clinical notes, J Amer. Informatics Assoc, J Am Med Inform Assoc 2014;0:1–7. 

Curriculum Vitae

Navy Biography

Citations on Google Scholar

Profile

Anthony R. Artino, Jr. is Professor of Medicine and Deputy Director for Graduate Programs in Health Professions Education (HPE). He holds a joint appointment in the Department of Preventive Medicine and Biostatistics. A graduate of the University of Connecticut with a Ph.D. in educational psychology, Dr. Artino has accrued over 22 years of experience as a Naval Officer and, more recently, as a leader in the field of medical and health professions education. As an educator, Dr. Artino mentors and teaches graduate students in the HPE degree programs. As a researcher, he is the Principal Investigator (or Associate Investigator) on several funded research projects totaling more than $8 million, and he formerly co-Directed the School of Medicine's Long-Term Career Outcome Study (LTCOS). In these research roles, Dr. Artino collaborates with teams of scientists trained in a variety of academic disciplines, including psychology, epidemiology, physiology, medicine, and English. These interdisciplinary teams study various aspects of human motivation, learning, and performance across the medical education continuum and into clinical practice. 

Dr. Artino is a Deputy Editor for the Journal of Graduate Medical Education and an Assistant Editor for Academic Medicine. He is also on the editorial boards of several other peer-reviewed journals, including Military Medicine, Military Psychology, and The Internet and Higher Education. Dr. Artino publishes his work in a variety of national and international outlets, such as Academic Medicine, Medical Education, Advances in Health Sciences Education, Medical Teacher, and Military Medicine, among others. He has published more than 180 scientific articles and book chapters, and he presents regularly at national and international conferences, including annual meetings of the American Educational Research Association, the Association of American Medical Colleges (AAMC), and the Association for Medical Education in Europe. In 2015, Dr. Artino was the chair of the Research in Medical Education (RIME) Program Planning Committee for the AAMC’s 2015 Medical Education Meeting and currently sits on the Medical Education Review Committee for the AAMC's annual Learn-Serve-Lead meeting.

Dr. Artino has been honored for his professional contributions with several international awards, including the Arthur Melton Early Career Award from Division 19 (Military Psychology) of the American Psychological Association, and the Established Investigator Award and Best Journal Article Award (x2) from Division I (Education in the Professions) of the American Educational Research Association.

Research Interests

Dr. Artino’s program of research focuses on two interrelated goals: scientific understanding of teaching, learning, and assessment processes, and the development of practical applications to improve medical education. Thus, his research is guided by the principle that theory and research should work in synergy with educational practice, with each informing and improving the other. To this end, his research team employs social-cognitive views of motivation, emotion, and behavior to better understand how medical students learn across the educational continuum. Such an understanding is critical to the development of individualized instruction and feedback for trainees. In his most recent work, he led a multidisciplinary team of researchers through a series of studies designed to assess students’ motivational beliefs, achievement emotions, and use of learning strategies in medical school. This work confirmed several hypotheses, including the notion that medical students’ perceptions of the learning environment are related, in predictable ways, to their use of self-regulated learning behaviors and achievement, and that these perceptions change considerably from matriculation to graduation. These findings have implications for instructional best practices that support and scaffold adaptive learning behaviors. Dr. Artino’s team is currently designing future intervention studies to test the efficacy of such practices.  

A secondary focus of Dr. Artino’s research has been the study of long-term outcomes. From 2009 to 2016, he co-directed the University’s LTCOS with Dr. Steven Durning. The purpose of the LTCOS is to collect and analyze a variety of quantitative and qualitative data before, during, and after medical school so that USU can more effectively evaluate the success of its graduates and educational programs. In just six years, the LTCOS team of more than a dozen multidisciplinary scholars presented 25 research abstracts at scientific conferences and published 80 peer-reviewed journal articles. More importantly, the work of the LTCOS has energized USU’s programmatic evaluation and student assessment efforts, transforming the institution into a leader in longitudinal evaluation and assessment that span the medical education continuum.

In addition to these two lines of inquiry, Dr. Artino also helps medical educators design effective questionnaires. Questionnaires are widely used in medical education research; unfortunately, many researchers fail to use evidence-based best practices when designing questionnaires. As a result, poorly designed questionnaires pervade the medical education literature. To address this problem, Dr. Artino has published several papers and guides that hone previously developed techniques and synthesize them into a new, cohesive, survey-design process. Importantly, this process mitigates several of the biggest problems with surveys, thereby reducing measurement error and improving data quality. 

Education

• Ph.D., Educational Psychology, University of Connecticut
• M.S., Instructional Systems, Florida State University
• M.S., Physiology, Colorado State University
• B.S., Biomedical Engineering, Rensselaer Polytechnic Institute

Teaching

• Survey Design, USU
• Theory to Practice in HPE I: Learning Theories, USU
• Learning: Its Implications for Education, University of Connecticut
• Measurement and Assessment, University of Cincinnati 

Areas of Expertise

• Academic Motivation & Emotion
• Survey Methodology
• Self-Regulated Learning (SRL)
• SRL Microanalytic Assessment Techniques
• Altmetrics
• Responsible conduct of research
• Online/Distance Learning
• Undergraduate Medical Education
• Long-Term Physician Outcomes 

Professional Activities

• Member, Medical Education Planning Committee, Association of American Medical Colleges (AAMC)
• Member, Steering Commitee, Medical Education Research Certificate (MERC) Program, AAMC
• Past Member, Learn Serve Lead Annual Meeting Advisory Committee, AAMC
• Chair, Nominating Committee, Medical Education Scholarship Research and Evaluation Section (MESRE), AAMC
• Past Chair, Research in Medical Education (RIME) Program Planning Committee, AAMC
• Past Co-Chair, Program Planning Committee, Division I: Education in the Professions, American Educational Research Association
• Past Chair, International Grant Program Subcommittee, Research Committee, Association for Medical Education in Europe

Select Publications

1. Artino, A. R., Driessen, E. W., & Maggio, L.A. (2018). Ethical shades of gray: International frequency of scientific misconduct and questionable research practices in health professions education. Academic Medicine, 94, 76-84.
2. Artino, A. R., & Konopasky, A. (2018). The practical value of educational theory for learning and teaching in graduate medical education. Journal of Graduate Medical Education, 10, 609-913.
3. Bynum, W. E., Artino, A. R., Uijtdehaage, S., Webb, A. M., & Varpio, L. (2018). Sentinel emotional events: The triggers, nature, and effects of shame experiences in medical residents. Academic Medicine, 94, 85-93.
4. Maggio, L. A., Artino, A. R., & Driessen, E. W. (2018). Preprints: Facilitating early discovery, access, and feedback. Perspectives on Medical Education, 7, 287-289.
5. Maggio, L. A., Thomas, A., Chen, H. C., Ioannidis, P. A., Kanter, S. L., Norton, C., Tannery, N. H., & Artino, A. R. (2018). Examining the readiness of Best Evidence in Medical Education Guides for integration into educational practice: A meta-synthesis. Perspectives on Medical Education, 7, 292-301.
6. Maggio, L. A., Leroux, T. C., Meyer, H., & Artino, A. R. (2018). #MedEd: Exploring the relationship between altmetrics and traditional measures of dissemination in health professions education. Perspectives on Medical Education, 7, 239-247.
7. Maggio, L. A., & Artino, A. R. (2018). Rip Out: Staying up to date and managing information overload. Journal of Graduate Medical Education, 10. 597-598.
8. Bynum, W. E., & Artino, A. R. (2018). Who am I, and who do I strive to be? Applying a theory of self-conscious emotions to medical education. Academic Medicine, 93, 874-880.
9. Artino, A. R., Durning, S. J., & Sklar, D. P. (2018). Guidlines for reporting survey-based research submitted to Academic Medicine. Academic Medicine. 93, 337-340.
10. Gehlbach, H., & Artino, A. R. (2018). The survey checklist (manifesto). Academic Medicine, 93, 360-366.
11. Artino, A. R., Phillips, A. W., Utrankar, A., Ta, A. Q., & Durning, S. J. (2018). The questions shape the answers: Assessing the quality of published survey instruments in health professions education. Academic Medicine. 93, 456-463.
12. Maggio, L. A., Artino, A. R., Picho, K., & Driessen, E. (2018). Are you sure you want to do that? The responsible conduct of research in medical education research. Academic Medicine, 93, 544-549.
13. Cook, D. A., Castillo, R. M., Gas, B., & Artino, A. R. (2017). Measuring achievement goal motivation, mindsets, and cognitive load: Validation of three instruments’ scores. Medical Education, 51, 1061-1074.
14. Maggio, L. A., Meyer, H., & Artino, A. R. (2017). Beyond citation rates: Real-time impact analysis of health professions education research via altmetrics. Academic Medicine, 92, 1449-1455.
15. Meyer, H., Artino, A. R., & Maggio, L.A. (2017). AM Last Page: Tracking the scholarly conversation in health professions education: An introduction to altmetrics. Academic Medicine,92, 1501.
16. Larsen, D. P., Wesevich, A., Lichtenfeld, J., Artino, A. R., Brydges, R., & Varpio, L. (2017). Tying knots: An activity theory analysis of student learning goals in clinical education. Medical Education.
17. Artino, A. R. (2017). Good decisions cannot be made from bad surveys. Military Medicine, 182, 1464-1465. 
18. Artino, A. R. (2016). The unsuccessful treatment of a case of writer’s block: A replication in medical education. Medical Education, 50, 1262-1263.
19. Cook, D. A., & Artino, A. R. (2016). Motivation to learn: An overview of contemporary theories. Medical Education, 50, 997-1014.
20. Picho, K., Maggio, L. A., & Artino, A. R. (2016). Science: The slow march of accumulating evidence. Perspectives on Medical Education, 5, 350-353.
21. Cleary, T. J., Durning, S. J., & Artino, A. R. (2016). Microanalytic assessment of self-regulated learning during clinical reasoning: Recent developments and next steps. Academic Medicine, 91, 1516-1521. 
22. Durning, S. J., Dong, T., Ratcliffe, T. A., Schuwirth, L. W. T., Artino, A. R., Boulet, J. R., & Eva, K. (2016). Comparing open- and closed-book examinations: A systematic review. Academic Medicine, 91, 583-599.
23. Blanco, M. A., Gruppen, L. D., Artino, A. R., Uijtdehaage, S., Szauter, K., & Durning, S. J. (2016). How to write an educational research grant: AMEE Guide No. 101. Medical Teacher, 38, 113-122.
24. Cleary, T. J., Dong, T., & Artino, A. R. (2015). Examining shifts in medical students’ microanalytic motivation beliefs and regulatory processes during a diagnostic reasoning task. Advances in Health Sciences Education, 20, 611-626.
25. McBee, E., Ratcliffe, T. A., Picho, K., Artino, A. R., Schuwirth, L. W. T., Kelly, W., Masel, J., van der Vleuten, C. P. M., & Durning S. J. (2015). Consequences of contextual factors on clinical reasoning in resident physicians. Advances in Health Sciences Education, 20, 1225-1236.
26. Artino, A. R., West, D. C., Gusic, M. E. (2015). Forward: The more things change, the more they stay the same. Academic Medicine, 90, Si-Sii.
27. Dong, T., La Rochelle, J. S., Durning, S. J., Saguil, A., Swygert, K. A., Hemmer, P. A., & Artino, A. R. (2015). Longitudinal effects of medical students’ communication skills on future performance. Military Medicine, 180(Suppl.), 24-30.
28. Artino, A. R., Dong, T., Gilliland, W. R., Cruess, D., & Durning, S. J. (2015). Development and initial validation of a program director’s evaluation form for third-year residents. Military Medicine, 180(Suppl.), 104-108.
29. Artino, A. R., Brydges, R., & Gruppen, L. D. (2015). Self-regulated learning in medical education: Theoretical perspectives and research methods. In J. Cleland & S. J. Durning (Eds.), Researching medical education (pp. 155-166). London: Wiley-Blackwell.
30. La Rochelle, J. S., Artino, A. R., & Torre, D. M. (2015). Innovations and future directions. In R. L. Trowbridge, J. J. Rencic, & S. J. Durning (Eds.), Teaching clinical reasoning (pp. 231-251). Philadelphia, PA: American College of Physicians.
31. Artino, A. R., La Rochelle, J. S., DeZee, K. J., & Gehlbach, H. (2014). Developing questionnaires for educational research: AMEE Guide No. 87. Medical Teacher, 36, 463-474.
32. Artino, A. R., Cleary, T. J., Dong, T., Hemmer, P. A, & Durning, S. J. (2014). Exploring clinical reasoning in novices: A self-regulated learning microanalytic assessment approach. Medical Education, 48, 280-291.
33. Cleary, T. J., Durning, S. J., Hemmer, P. A., Gruppen, L. D., & Artino, A. R. (2013). Self-regulated learning in medical education. In K. Walsh (Ed.), Oxford textbook of medical education (pp. 465-477). Oxford, United Kingdom: Oxford University Press.
34. Artino, A. R., Dong, T., DeZee, K. J., Gilliland, W. R., Waechter, D. M., Cruess, D., & Durning, S. J. (2012). Achievement-goal structures and self-regulated learning: Relationships and changes in medical school. Academic Medicine, 87, 1375-1381.
35. Artino, A. R., Gilliland, W. R., Waechter, D. M., Cruess, D., Calloway, M., & Durning, S. J. (2012). Does self-reported clinical experience predict performance in medical school and internship? Medical Education, 46, 172-178.
36. Artino, A. R., Dong, T., DeZee, K. J., Gilliland, W. R., Waechter, D. M., Cruess, D., & Durning, S. J. (2012). Development and initial validation of a survey to assess students’ self-efficacy in medical school. Military Medicine, 177(Suppl.), 31-37.
37. Artino, A. R., Holmboe, E., & Durning, S. J. (2012). Control-value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64. Medical Teacher, 34, e148-e160.
38. Artino, A. R., Durning, S. J., Waechter, D. M., Leary, K. L., & Gilliland, W. R. (2012). Perspectives: Broadening our understanding of clinical quality: From attribution error to situated cognition. Clinical Pharmacology and Therapeutics, 91, 167-169.
39. Artino, A. R., Hemmer, P. A., & Durning, S. J. (2011). Using self-regulated learning theory to understand the beliefs, emotions, and behaviors of struggling medical students. Academic Medicine, 86, S35-S38.
40. Artino, A. R., La Rochelle, J. S., & Durning, S. J. (2010). Second-year medical students’ motivational beliefs, emotions, and achievement. Medical Education, 44, 1203-1212.

Profile

Dr. Battista is an Assistant Professor in the Graduate Programs in Health Professions Education at the Uniformed Services University. She received her PhD from George Mason University with an emphasis in educational psychology and research methods. Dr. Battista is a retired Paramedic with experience practicing in the pre-hospital emergency medicine, occupational health, and critical care transport medicine settings. Prior to her doctoral training, Dr. Battista supported the development and management of two simulation centers that provided simulation-based education and training for diverse health professionals (e.g., physicians, nurses, flight teams, pastoral care providers) from numerous clinical specializations (e.g., emergency medicine, surgery, critical care).

Visit Dr. Battista's Google Scholar Page and ResearchGate Page.

Research Interests

Dr. Battista’s research program focuses on improving the way simulations are designed and employed to help educators and program directors make practical, yet informed, decisions about integrating simulation-based learning strategies into health professions curricula. Dr. Battista also supports research efforts in her role as a research methodologist. Some of her current research, includes:

• Analyzing how different types of simulation contexts influence how and what students learn (e.g., scenario based vs. procedurally based, live scenario vs. video-based scenarios)
• Examining which simulation-based instructional strategies best support student’s learning (e.g., faculty providing support during simulation practice, integration of think aloud reflections in lieu of guided reflection)

Areas of Expertise

• Qualitative and Mixed-Methods Research Design
• Experimental Reserach Design
• Activity and Gestural Analysis
• Video Analysis
• Sociocultural Theories of Learning (e.g., Activity Theory, Communities of Practice Theory)
• Self-Regulated Learning (SRL)
• Program Evaluation
• Case Study Design
• Simulation-Based Curriculum Design
• Scenario-Based Simulation Instructional Design 

Teaching

• HPE Courses
  • Foundations of Mixed-Methods Research
  • Advanced Mixed-Methods Research
  • Advanced Qualitative Research
  • Foundations of Systems Thinking
• Simulation Workshops
  • Simulation in Health Professions Education: An Introduction
  • Foundations of Simulation Design Workshop
  • Foundations of Instructional Practices in Simulation-Based Learning
  • Foundations of Reflection, Guidance, and Feedback in Simulation-Based Learning

Select Publications

1. Ohmer M, Konopasky A, Durning, S, Ramani D, Nealeigh, M, Kucera W, Ordway S, Mellor T, Mikita J, Battista A. Clinical reasoning in the inpatient setting: A standardized patient case for residents and attendings. (In Press)
2. O’Brien B, Battista A. Situated learning theory in health professions education research: A scoping review. Advances in Health Sciences Education. 2019
3. Battista A, Konopasky A, Ramani D, Ohmer M, Mikita J, Howle A, Krajnik S, Torre D, Durning S. Clinical Reasoning in the Primary Care Setting: Two Scenario-Based Simulations for Residents and Attendings. 14:10773. 2018
4. Cevero R, Battista A, Schreiber-Gregory D, Konopasky A, Torre D, Maggio L, Boulet J, Reamy B, Durning S. Uniformed Services University women’s enrollment and career choices in military medicine: A retrospective descriptive analysis. Military Medicine. 2018
5. Battista A. An activity theory perspective of how scenario-based simulations support learning: A descriptive analysis. Advances in Simulation. 2(1): 23. 2017. 
6. Battista A. Activity Theory and Analyzing Learning in Simulations. Simulation & Gaming. 46(2): 187-196. 2015. 
7. Bruce AN, Battista A, Plankey MW, Johnson LB, Blair Marshall M. Perceptions of gender-based discrimination during surgical training and practice. Medical Education Online. 20(0). 2015. 
8. Malekzadeh S, Malloy KM, Chu EE, Tompkins J, Battista A, Deutsch ES. ORL emergencies boot camp: Using simulation to onboard residents. The Laryngoscope. 121(10): 2114-2121. 2011. 
9. Auguste TC, Boswick JA, Loyd MK, Battista A. The simulation of an ex utero intrapartum procedure to extracorporeal membrane oxygenation. Journal of Pediatric Surgery. 46(2): 395-398. 2011.
10. Battista A, Nestel D. Simulation in Medical Education. In T. Swanwick, K. Forrest & B. O’Brien (Eds)  Understanding Medical Education, 3rd Edition (December 14, 2018)

Curriculum Vitae

Citations on Google Scholar

Profile

Ronald M. Cervero is a professor and associate director for remote campus education in the Department of Medicine’s Graduate Programs in Health Professions Education. He is also a Professor Emeritus at the University of Georgia, where he held a variety of leadership roles including Head of the Department of Lifelong Education, Administration, and Policy; Associate Dean for Outreach and Engagement in the College of Education; and Associate Vice President for Instruction with administrative responsibility for the University’s Science Learning Center, Office of Online Learning, Center for Teaching and Learning, Office of Academic Assessment, Extended Campuses, and Air Force and Army ROTC.  He provided significant and sustained leadership for distance education since 2001 when he led the Department to offer UGA’s first online graduate degree. Since then, he has been responsible for the growth of online learning programs for the College of Education and served as interim director of the University’s Office of Online Learning.

Dr. Cervero has provided intellectual and organizational leadership for the field of health professions education over the span of his career. He has published extensively in health professions education, with special emphasis on continuing professional development and has recently given invited speeches or keynotes for the National Center for Disaster Medicine and Public Health, the Alliance for Continuing Medical Education, the Accreditation Council for Pharmacy Education, Harvard Medical School, Vanderbilt University Medical School, Marine Corps University, HHS’s Bureau of Health Professions, the American Occupational Therapy Association, and the Medical Association of Georgia. He serves on the Advisory Board on Interprofessional Continuing Education for the National Center for Interprofessional Practice and Education and as a Consulting Editor for the Journal of Continuing Education in the Health Professions.  He was extensively involved in health professions education at the University of Georgia where he founded and served as co-director of the Institute for Evidence-Based Health Professions Education, was the co-PI for Georgia’s Public Health Training Center, and served for seven years as the educational consultant for the Augusta University-UGA Medical Partnership to strengthen the medical school’s teaching, curriculum development, and educational research projects. He recently led the Provost’s initiative on interprofessional education that led to the creation of a campus-wide effort to build and sustain an IPE program linking all health professions units.

Among his professional honors, Dr. Cervero was awarded the 2018 Dave Davis Research in Continuing Medical Education Award by the Society for Academic Continuing Medical Education, as well as the Aderhold Distinguished Professor Award in 2008 for excellence in research, teaching, and outreach by the University of Georgia’s College of Education. 

Research Interests

Dr. Cervero’s research interests include continuing professional development for healthcare outcomes, practice-based education, leadership and organizational change, and the politics of educational planning.

Education

• Ph.D., Education, University of Chicago
• M.A., Social Sciences, University of Chicago

Teaching

• Leadership in HPE (USU)
• Theory to Practice in HPE IV: Curriculum Development (USU)
• Adult Learning (UGA, Northern Illinois University)
• Continuing Education for the Professions (UGA, University of Wisconsin-Madison, University of Tennessee, Northern Illinois University)
• Program Planning Theory and Research (UGA, University of British Columbia, Penn State University, Teacher’s College-Columbia University)
• Program Evaluation (UGA, Northern Illinois University)

Areas of Expertise

• Continuing professional development
• Educational leadership
• Assessment and evaluation
• Online/Distance learning
• Curriculum and program planning

Professional Activities

• Member, Advisory Board on Interprofessional Continuing Education, National Center for Interprofessional Practice and Education, University of Minnesota.
• Co-chair, Planning Committee, Exploring a Business Case for High-Value Continuing Professional  Development: A Workshop, Global Forum on Innovation in Health Professional Education, The National Academies of Sciences, Engineering, and Medicine
• External Consultant, Institute of Medicine (2010), Redesigning continuing education in the health professions. Washington, DC: The National Academies Press
• Lead Faculty, Institute for Leadership in Continuing Professional Education, Harvard Graduate School of Education

Select Publications

1. Landoll, R.R., Maggio, L.A., Cervero, R.M., & Quinlan, J.D. (2018). Training the doctors: A scoping review of interprofessional education in primary care behavioral health. Journal of Clinical Psychology in Medical Settings, https://doi.org/10.1007/s10880-018-9582-7.
2. Cervero, R.M., Battista, A., Schreiber-Gregory, D., Konaspasky, A., Torre, D., Maggio, L., Boulet, J.R., Reamy, B.V., & Durning, S.J. (2018).  Uniformed Services University women’s enrollment and career choices in military medicine: A retrospective descriptive analysis. Military Medicine, https://doi.org/10.1093/milmed/usy265.
3. Nuss, M.A., Hill, J.R., Cervero, R.M., Gaines, J.K., & Middendorf, B. (2018). The development of newly recruited clinical teachers at a regional medical school campus. Journal of Regional Medical Campuses, 1(4), https://doi.org/10.24926.
4. Torre, D., Schreiber-Gregory, D., Boulet, J.R., Cervero, R.M., Hemmer, P., Pangaro, L., & Durning, S.J. (2018). Specialty choices, practice characteristics, and long-term outcomes of two cohorts of USUHS medical school graduates compared to national data. Military Medicine. https://doi.org/10.1093/milmed/usy265.
5. Brandt, B.F., Kitto, S., & Cervero, R.M. (2018). Untying the interprofessional Gordian knot: The National Collaborative on Improving the Clinical Learning Environment. Academic Medicine, 93 (10), 1437-1440.
6. Cervero, R.M., Artino, A.R., Daley, B.J., & During, S.J. (2017). Health professions education graduate programs are a pathway to strengthening continuing professional development. Journal of Continuing Education in the Health Professions, 37(2), 147-151.
7. Daley, B.J., & Cervero, R.M. (Eds.) (2018). Adult and continuing education: Foundations for Health Professions Education programs. New Directions for Adult and Continuing Education, No. 157. San Francisco: Jossey-Bass.
8. Daley, B.J., & Cervero, R.M. (2018). Adult and continuing education with health professions education: Moving forward together. In B.J. Daley & R.M. Cervero. (Eds.), Adult and continuing education: Foundations for Health Professions Education programs (pp. 97-101). New Directions for Adult and Continuing Education, No. 157. San Francisco: Jossey-Bass.
9. Cervero, R.M. (2018). CPD in the context of a health professional’s career. In National Academies of Sciences, Engineering, and Medicine, Exploring a business case for high-value continuing professional development: Proceedings of a workshop (pp. 8-10). Washington, DC: The National Academies Press.
10. Artino, A.R., Cervero, R.M., DeZee, K.J., Holmboe, E., & Durning, S.J. (2018). Graduate programs in Health Professions Education: Preparing academic leaders for future challenges. Journal of Graduate Medical Education, 10(2), 119-122.
11. Cervero, R.M., & Daley, B.J. (2018) The need and curricula for Health Professions Education graduate programs. In B.J. Daley & R.M. Cervero (Eds.), Adult and continuing education: Foundations for Health Professions Education programs (pp. 7-16). New Directions for Adult and Continuing Education, No. 157. San Francisco: Jossey-Bass.
12. Cervero, R.M., Torre, D., Durning, S.J., Schreiber-Gregory, D., Reamy, B.V., Pangaro, L.N., & Boulet, J.R. (2018). Staying power: Does the Uniformed Services University continue to meet its’ obligation to the Nation’s health care needs? Military Medicine (advance publication), https://doi.org/10.1093/milmed/usx205.
13. Cervero, R.M. (2017). Provider accreditation and program planning as policy levers for continuing medical education. In B. Käpplinger, S. Robak, A. von Hipple, & W. Gieske (Eds.), Cultures of program planning in adult education: Concepts, research results, and archives (pp. 209-228). Frankfurt/Main: Peter LANG.
14. Cervero, R.M., & Daley, B.J. (2016). Continuing professional education: A contested space. In M. Coady (Ed.), Contexts, practices, and challenges: Critical insights from continuing professional education. New Directions for Adult and Continuing Education, No. 151 (pp. 9-18). San Francisco: Jossey-Bass.
15. Daley, B.J., & Cervero, R.M. (2016). Learning as the basis for continuing professional education. In M. Coady (Ed.), Contexts, practices, and challenges: Critical insights from continuing professional education. New Directions for Adult and Continuing Education, No. 151 (pp. 19-29). San Francisco: Jossey-Bass.
16. Cervero, R.M. (2015). Changing continuing medical education. JAMA-Journal of the American Medical Association, 314(10), 1072.
17. Cervero, R.M., & Gaines, J.K. (2015). The impact of CME on physician performance and patient health outcomes: An updated synthesis of systematic reviews. Journal of Continuing Education in the Health Professions, 35(2), 131-137.
18. Nuss, M.A., Hill, J.R., Cervero, R.M., Gaines, J.K., & Middendorf, B.F. (2014). Real-time use of the iPad by third year medical students for clinical decision support and learning: A mixed methods study. Journal of Community Hospital Internal Medicine Perspectives, 4(4).
19. Cervero, R.M. (2011). Lifespan professional development through practice-based education: Implications for the health professions. In G.J. Neimeyer & J.M. Taylor (Eds.), Continuing professional development and lifelong learning: Issues, impacts, and outcomes (pp. 265-276). New York:  Nova Science Publishers.
20. Cervero, R.M., & Moore, D.E. (2011). The Cease Smoking Today (CS2day) initiative: A guide to pursue the 2010 IOM report for CPD. Journal of Continuing Education in the Health Professions, 31 (S1), S76-S82.
21. Ebell, M.H., Cervero, R.M., & Joaquin, E. (2011). Questions asked by physicians as the basis for continuing education needs assessment. Journal of Continuing Education in the Health Professions, 31(1), 3-14.
22. Cervero, R.M. (2009). Integrating physician judgment and social systems in practice-based medical education. Journal of Korean HRD Research, 4(1), 73-89.
23. Johnson-Bailey, J., & Cervero, R.M. (2008). Different worlds and divergent paths: Academic careers defined by race and gender. Harvard Educational Review, 78(2), 311-332.  
24. Merriam, S.B., Courtenay, B.C., & Cervero, R.M. (Eds.). (2006). Global issues and adult education: Perspectives from Latin America, Southern Africa, and the United States. San Francisco: Jossey-Bass.
25. Cervero, R.M., & Wilson, A.L. (2006). Working the planning table: Negotiating democratically for adult, continuing, and workplace education. San Francisco: Jossey-Bass.
26. Robertson, M.K., Umble, K.E., & Cervero, R.M. (2003). Impact studies in continuing education for health professions: Update. Journal of Continuing Education in the Health Professions, 23(3), 146-156.
27. Cervero, R.M. (2003). Place matters in physician practice and learning. Journal of Continuing Education in the Health Professions, 23,S10-S18.
28. Aiken, L.C., Cervero, R.M., & Johnson-Bailey, J. (2001). Black women in nursing education completion programs: Issues affecting participation. Adult Education Quarterly, 51, 306-321.
29. Cervero, R.M., Wilson, A.L., & Associates. (2001). Power in practice: Adult education and the struggle for knowledge and power in society. San Francisco: Jossey-Bass. [Foreword by M.W. Apple]
30. Umble, K.E., Cervero, R.M., & Langone, C.E. (2001). Negotiating about power, frames, and continuing education: A case study in public health. Adult Education Quarterly, 51, 128-145.
31. Umble, K.E., Cervero, R.M., Yang, B., & Atkinson, W.L. (2000). Effects of traditional classroom and distance continuing education: A theory-driven evaluation of a vaccine-preventable diseases course. American Journal of Public Health, 90, 1218-1224.
32. Umble, K.E., & Cervero, R.M. (1996). Impact studies in continuing education for health professionals: A critique of the research syntheses. Evaluation & the Health Professions, 19(2), 148-174.
33. Cervero, R.M., & Wilson, A.L. (1995). Responsible planning for continuing education in the health professions. Journal of Continuing Education in the Health Professions, 15, 196-202.
34. Cervero, R.M., & Wilson, A.L. (1994). Planning responsibly for adult education: A guide to negotiating power and interests. San Francisco: Jossey-Bass.
35. Schell, B.A., & Cervero, R.M. (1993). Clinical reasoning in occupational therapy: An integrative review. The American Journal of Occupational Therapy, 47, 605-610.
36. Cervero, R.M. (1992). Professional practice, learning, and continuing education: An integrated perspective. International Journal of Lifelong Education, 11(2), 91-101.
37. Cervero, R.M. (1990). The importance of practical knowledge and implications for continuing education. Journal of Continuing Education in the Health Professions, 10, 85-94.
38. Cervero, R.M. (1988). Effective continuing education for professionals. San Francisco: Jossey-Bass. [Foreword by D.A. Schon].
39. Rottet, S., & Cervero, R.M. (1986). Clinical evaluation of a nursing orientation program. Journal of Nursing Staff Development, 2(3), 110-114.
40. Cervero, R.M. (1985). Continuing professional education and behavioral change: A model for research and evaluation. The Journal of Continuing Education in Nursing, 16(3), 85-88.

Profile

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.

Teaching

• 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).

Profile

Dr. Gilliland is a professor of medicine.   He attended college at the University of Nebraska- Lincoln (UNL) where he graduated Phi Beta Kappa with a major in biology and minors in chemistry and English in 1981.  He then attended the Uniformed Services University of the Health Sciences (USU) where he graduated Alpha Omega Alpha in 1987.  With a growing interest in medical education, he obtained a MHPE from the University of Illinois- Chicago (UIC) in 2004.  

He completed his Internal Medicine Residency at Fitzsimons Army Medical Center and his Rheumatology fellowship at Walter Reed Army Medical Center (WRAMC).  After completing his fellowship at WRAMC, he stayed on as a staff physician and was later billeted as a member of in the Department of Medicine at USU.  After retiring from the Army in 2008, he served as the Assistant Dean for Curriculum and now serves the Associate Dean for Medical Education at USU.  He is a fellow in both the American College of Physicians and American College of Rheumatology.  He has numerous teaching awards including the ACP Master Teaching Award.  His Master’s thesis was named the outstanding research paper for the year at UIC. 

Teaching

• Instructs medical students, residents, and fellows in areas of expertise
• Small group instructor- Introduction to Clinical Reasoning and Pathology
• Former Course Director- Introduction to Clinical Medicine III
• Former Clerkship Director- Internal Medicine Fourth Year Programs
• Former Rheumatology Fellowship Director
• MHPE Instructor: Instructional Design

Areas of Expertise

• Medical specialty in internal medicine and rheumatology
• Research interests include pre-autoimmune markers in rheumatoid arthritis and systemic lupus erythematosus and outcomes in medical education
• Institutional accreditation

Select Publications

1. Pock AR, Pangaro LN, Gilliland WR.  “The ‘pillars’ of curriculum reform.”  Acad Med, 2016; 91: 153.
2. Artino AR, Gilliland WR, Cruess DF, Durning SJ.  “America’s medical school: 5,000 graduates since the first class.” Mil Med, 2015; 180: 1-4.
3. Gilliland WR, Dong T, Artino AR, McManigle JE, Saguil A, Cruess DF, Holland S, Durning SJ.   “Career accomplishments of Uniformed Services University of the Health Sciences medical graduates: Classes 1980- 2001.” Mil Med, 2015; 180: 109-112.
4. Demoruelle MK, Parish MC, Derber LA, Kolfenbach JR, Hughes-Austin JM, Weisman M, Gilliland WR, Edison JD, Buckner JH, Mikuls TR, O’Dell JR, Keating RM, Gregerson PK, Norris JM, Holers VM, Deane KD.  “Performance of anti-cyclic citrullinated peptide assays differ in subjects at increased risk for rheumatoid arthritis and subjects with established disease.”  Arthritis Rheum, 2013 Sep; 65(9): 2243-52.
5. Artino AR Jr., Durning SJ, Waechter DM, Leart KL, Gilliland WR.  “Broadening our understanding of clinical quality: From attribution error to situated cognition.”  Clin Pharmacol Ther 2012; 91(2):167-9.
6. Gilliland WR, Artino AR Jr., Waechter DM, McManigle JE, Cruess DF, Calloway M, Arze BC, Durning SJ.  “Identifying themes within a medical school admission committee’s reviews of applicants.”  Mil Med, 2012; 177(Sept supp):16-20.
7. Jardine DA, Dong T, Artino AR, Durning SJ, Waechter DM, DeZee K, Cruess D, Gilliland WR.  “Alternate list matriculants: Outcome data from those students admitted from the alternate list.”  Mil Med, 2012; 177(Sept supp):7-10.
8. Gilliland WR, Dong T, Artino AR, Waechter DM, Cruess D, DeZee K, McManigle J, Durning SJ.  “Relationship between admissions committee review and student performance in medical school and internship.”  Mil Med, 2012; 177(Sept supp):21-25.
9. LaRochelle J, Gilliland WR, Torre D, Baker B, Mechaber A, Papp K, Poremba J, Durning S, “Re-addressing consensus in pre-clinical education.”  Mil Med 2009: 174(10):1081-7. 
10. Gilliland WR, LaRochelle J, Hawkins R, Dillon GF, Mechaber AJ, Dyrbye L, Papp KK, Durning SJ. “Changes in clinical skills education resulting from the introduction of the USMLETM Step 2 Clinical Skills (CS) Examination.” Med Teach 2008; 30(3):325-327.
11. Gilliland WR, Pangaro LN, Downing S, Hawkins RE, Omori DM, Marks ES, Adamo G, Bordage G, “Standardized versus actual hospitalized patients to teach history taking and physical examination skills.”  Teach Learn Med 2006; 18(3):188-195.

Dr. Hemmer received his medical degree from the Medical College of Wisconsin in 1988 and his Master in Public Health from the Uniformed Services University in 2002. He is Professor of Medicine and the Vice-Chairman for Educational Programs, Department of Medicine, USUHS since 2008. He has been involved with US national leadership in undergraduate medical education, including serving as President of the Clerkship Directors in Internal Medicine (CDIM)—the national organization representing those who teach internal medicine to medical students—and as a member of Group on Educational Affairs of the Association of American Medical Colleges. He has served on the Research in Medical Education (RIME) Steering Committee and chaired the RIME nominating committee. He served on the steering committee for USUHS curriculum form, chairing the assessment subcommittee. Subsequently, he chaired the Assessment subcommittee of the Executive Curriculum Committee at USU and is currently Chair of the Executive Curriculum Committee. Each year, he coordinates and co-leads a week-long 40 hour CME course for residency program directors on the Assessment of Clinical Competence. He is a member of the Alliance for Academic Internal Medicine and has recently completed his term on the AAIM Education Committee. He also serves as the representative from CDIM to the Alliance for Clinical Education (ACE), a multidisciplinary group formed to foster the advancement of the clinical education of medical students. He has more than 75 peer reviewed publications, book chapters, and invited articles. His interests include improving the descriptive (or narrative) evaluation of trainee performance, professionalism, and clerkship director professional development.

Representative projects, and/or deployments

• Professor and Vice-Chairman, Educational Programs, Department of Medicine, Uniformed Services University of the Health Sciences
• Director, Third Year Internal Medicine Clerkship, Uniformed Services University of the Health Sciences (2003-2008)
• Chair, Executive Curriculum Committee, Uniformed Services University of the Health Sciences, F. Edward Hebert School of Medicine (2015-)
• President, USUHS Faculty Senate (2004-2005)
• President, Clerkship Directors in Internal Medicine (2006)
• Chair, Nominating Committee and member Steering Committee, Research in Medical Education Section of the AAMC Group on Educational Affairs (2008-2012)
• Carol Johns Medal, USUHS (2010)
• Defense Superior Service Medal (2012)

Select publications

• Meyer E, Hemmer PA, Kelly WF, Pangaro LN. The RIME Model provides a context for Entrustable Professional Activities across Undergraduate Medical Education. Acad Med. 2017. Accepted for publication.
• Sklar D, Hemmer PA, Durning SJ. Medical Education and Health Care Delivery: A Call to Align Goals and Purpose. Acad Med. 2017. Accepted for publication.
• Hemmer PA, Kelly WF. We need to talk: clinical competency committees in the key of c(onversation). Perspect Med Educ. 2017 May 23. doi:10.1007/s40037-017-0360-2. PMID: 28536965.
• Pock AR, Ottolini M, Pangaro LN, Gilliland WR, Reamy BV, Hemmer PA, Stephens M, O'Brien A, Laughlin L. Academic change management: leadership lessons from curricular reform. Mil Med. 2015;180(4 Suppl):158-60.
• Hemmer PA, Tong T, Durning SJ, Pangaro LN. Novel Examination for Evaluating Medical Student Clinical Reasoning: Reliability and Association with Patients Seen. Mil Med. 2015;180(4 Suppl):79-87.
• Hemann BA, Durning SJ, Kelly WF, Dong T, Pangaro LN, Hemmer PA. Referral for Competency Committee Review for Performance on the Internal Medicine Clerkship is Associated with Poor Performance in Internship. Mil Med. 2015;180(4 Suppl):71-6.
• Hemann BA, Durning SJ, Kelly WF, Dong T, Pangaro LN, Hemmer PA. The Association of Students Requiring Remediation in the Internal Medicine Clerkship with Poor Performance During Internship. Mil Med. 2015;180(4 Suppl):47-53.
• Hemmer PA. Directing a Clerkship over Geographically Separate Sites. Chapter 9, Guidebook for Clerkship Directors, Bruce Morgenstern editor, 4th Edition. Alliance for Clinical Education. Gegensatz Press. North Syracuse, NY. 2012. ISBN 978-1-933237-03-9.
• Frye AW, Hemmer PA. Program evaluation models and related theories: AMEE guide no. 67. Med Teach. 2012;34(5):e288-99. doi: 10.3109/0142159X.2012.668637.
• Gleeson T, Hemmer PA. Providing Care to Military Personnel and Their Families: Why It Matters and How We Can All Contribute. Acad Med. 2014 Sep;89(9):1201-03.

Dr. Kurzweil is the Director of the ETI and an Assistant Professor of Medicine in Health Professions Education (HPE).  As ETI Director, she provides strategic direction for the ETI, instructional and educational technology support for faculty, supervision of ETI personnel, and management of the ETI office. Prior to that, she worked at the National Defense University providing direction and vision of the instructional team supporting the Center for Educational Technology.

She has served on numerous committees and task forces examining a wide range of topics including educational technologies, interprofessional education, professional development for K12 and higher education faculty, learning management systems, program assessment and evaluation, instructional design, and teaching/faculty support paradigms.

Dr. Kurzweil has presented at international, national, and regional conferences, including American Educational Research Association (AERA),  multiple conferences offered by the Association for the Advancement of Computing in Education, The Interservice/Industry Training, Simulation & Education Conference (I/ITSEC), the Open Apereo (Sakai) Conference and AAMC. 

Current Teaching

Instructional Methods in Health Professions Education  - USU HPE

Curriculum Development in Health Professions Education - USU HPE

Curriculum Seminar -  USU HPE

Advanced Instructional Methods and Curriculum Development in Health Professions Education - USU HPE

Computer Applications in Public Health - USU PMB

Dr. Kurzweil has previously taught at University of Maryland, Temple University, University of Virginia and Trinity University. 

Education:  

Ph.D. in Education from the University of Maryland

M.A. in Communication from Syracuse University

M.S. in Education from Syracuse University 

Selected Publications and Presentations:

• Kurzweil, D., Hanson, E. & Baker, S. (2016). You Must Unlearn What You Have Learned...and other lesson we take from Star Wars & Star Trek in Support of Faculty. Presentation at Open Apereo 2016 Conference New York, New York.
• Marcellas, K., Kurzweil, D., Henry, B. & Hanson, E. (2015). Designing and Building Effective Assessments: It's not about all about Total Recall. Presentation at Open Apereo 2015 Conference Baltimore, Maryland. Presentation.
• Henry, B., Marcellas, K., Kurzweil, D.,  & Hanson, E. (2015). Can't We All Just Get Along? Using Media Principles to Find Common Ground Among Team Members. Presentation at Open Apereo 2015 Conference Baltimore, Maryland.
• Ling, C., Kurzweil, D., Henry, B., Beam, K., Marcellas, B. & Onufro, D. (2014). Preventing a Zombie Pandemic - Working with Nursing Faculty to Create Motivating Online Content. In Proceedings of the AACE World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. (p. 217-222).
• Kurzweil, D., Marcellas, K., Lopreiato, J., & Woodson, J. (2012). Planning Low Bandwidth Assessments That Support Curriculum Competencies. The Interservice/Industry Training, Simulation & Education Conference (I/ITSEC). Orlando, Florida.  Full Paper and Presentation.
• Woodson, J., Schwartz, J., Kurzweil, D., & Marcellas, K. (2012). T3 Pursuit: Triage, Transport, & Track Combat Health Support Board Game. The Interservice/Industry Training, Simulation & Education Conference (I/ITSEC). Orlando, Florida. Full Paper and Presentation.
• Woodson, J., Kurzweil, D. & Marcellas, K. (2011). Operation Lost Paradise: A Low-cost Classroom Simulation for Medical Stability Operations in Medical Education. The Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC). Orlando, Florida. Full Paper and Presentation.
• Goodie J.L., Williams P.M., Kurzweil D., & Marcellas K.B. (2011). Can Blended Classroom and Distributed Learning Approaches Be Used to Teach Medical Students How to Initiate Behavior Change Counseling During a Clinical Clerkship? Journal of Clinical Psychology in Medical Settings. (4) 353-60.
• Watts, D., Gibbons, S., & Kurzweil, D. (2011) Mild Traumatic Brain Injury: A Survey of  Perceived Knowledge and Learning Preferences of Military and Civilian Nurses, Journal of Neuroscience Nursing. 43 (3), 122-129. 

Citations on Google Scholar

Profile

Dr. Lauren Maggio is an Associate Professor in the Department of Medicine and the Associate Director for Technology and Distributed Learning of the Graduate Programs in Health Professions Education (HPE) at the USU. Dr. Maggio completed her PhD in HPE in 2015 at Utrecht University in conjunction with the University of California, San Francisco. Dr. Maggio also holds a Master’s degree in Information Science from Simmons Graduate School of Library and Information Science. Dr. Maggio has published her work in a variety of peer-reviewed journals and presented at national and international conferences.

Research Interests

As a researcher with a background in HPE and information science, Dr. Maggio is especially interested in exploring how to effectively connect health professionals, learners and patients with information through the design of educational initiatives and by facilitating access to knowledge for public and professional use. 

Areas of Expertise

• Scholarly Communication
• Distributed Learning
• Bibliometrics
• Responsible Conduct of Research
• Health Communication
• Evidence-based Medicine
• Qualitative Methods
• Knowledge Synthesis

Teaching

Select Publications

(ORCID: 0000-0002-2997-6133)

1. Maggio LA, Capdarest-Arest N. Practicing evidence based medicine (EBM): A descriptive analysis of medical student whole-task EBM assignments. BMJ Evid Based Med. 2017. 22(2):41-44.
2. Dang T, Maggio LA. Supporting the call to action: A review of nutrition educational interventions in the health professions literature and MedEdPORTAL. Acad Med. 2017. 92(3):403-416.
3. Maggio LA, Moorhead L, Willinsky JM. A qualitative study of physicians’ varied uses of biomedical research in the United States. BMJ Open. 2016.
4. Maggio, LA. Educating physicians in evidence-based medicine: Current practices and curricular strategies. Perspect Med Educ. 2016. 5(6):358-361.
5. Picho K, Maggio LA, Artino AR. Science: “The slow march of accumulating evidence”. Perspect Med Educ. 2016. 5(6):350-353.
6. Azzam AN, Bresler D, Leon A, Maggio LA, et al. Why medical schools should embrace Wikipedia: Analysis of final-year medical student contributions to Wikipedia articles for academic credit as one school. Acad Med. 2017. 92(2):194-200.
7. Maggio LA, Stranack K, Saltarelli A. Crowdsourcing curriculum: the experience of designing and teaching a MOOC to enable personalized learning. Educause Review. 2016.
8. Sewell JL, Maggio LA, Artino AR. Planning the literature review. Acad Med. July 2016. e-Pub ahead of print.
9. Maggio LA, ten Cate O, Chen HC, Irby DM, O’Brien BC. Challenges to learning evidence-based medicine and educational approaches to meet them: A qualitative study of selected EBM curricula in North America. Acad Med. 2016;9(1):101-106. 
10. Maggio LA, ten Cate O, Irby DM, O’Brien BC.  Designing evidence-based medicine training to optimize transfer of skills: Applying the 4C/ID Model. Acad Med. 2015; 90(11):1457-1461.  
11. Moorhead L, Holzmeyer C, Maggio L, Steinberg R, Willinsky J. In an age of open access to research policies: Physician and public health NGO staff research use and policy awareness. PLOS One. 2015;10(7):e0129708. 

Profile

Dr. Holly Meyer is an Assistant Professor of Health Professions Education in the Department of Medicine at the Uniformed Services University of the Health Sciences (USU). She has a PhD in Interdisciplinary Learning and Teaching from the University of Texas, San Antonio with an emphasis on Curriculum and Instruction.  Dr. Meyer has a strong background in leadership development, K-12 education and program evaluation.

Research Interests

Dr. Meyer’s research interests include leadership, curriculum development, instructional methods, assessment design, program evaluation and educational theory.

Teaching

Graduate Courses 

• MED 555, Theory to Practice II: Instructional Methods, USU
• MED 605, Health Professions Education Seminar, USU
• MED 801, Advanced Learning Theories, USU

Undergraduate Courses

• Methodology for Secondary Mathematics Teachers, University of Texas at San Antonio
• Methodology for 4-8 Mathematics Teachers, University of Texas at San Antonio

Education

• Ph.D., Interdisciplinary Learning and Teaching, University of Texas - San Antonio (UTSA)
• M.S., Secondary Mathematics Education, American University
• B.S., Mathematics, Boston University

Areas of Expertise

• Instructional design
• Program evaluation
• Educational theory
• Concept mapping
• Curriculum development
• Leadership development

Select Publications

1. Meyer, H., Durning., S., Sklar, D., and Maggio, L., (in press). Making the first cut:  An analysis of Academic Medicine editors’ reasons for not sending manuscripts out for external peer review. Academic Medicine.

2. Meyer, H., Maggio, L., Artino, A. R. (in press) Tracking the scholarly conversation in health professions education: an introduction to altmetrics. Academic Medicine.

3. Maggio, L. Meyer, H. & Artino, A. R. (in press). Beyond citation rates: Real-time impact analysis of health professions education research via altmetrics. Academic Medicine. 

4. Meyer, H., Varpio, L., Gruppen, L., & Sandhu, G. (2016). The Ethics and Etiquette of Research Collaboration. Academic Medicine. 

5. Meyer, H., Varpio, L., Gruppen, L., & Sandhu, G. (2016). The Ethics and Etiquette of Research Dissemination. Academic Medicine.

6. Meyer, H., Carline, J., & Durning, S. J. (2016). Ten Tips to Move From" Revisions Needed" to Resubmission. Academic Medicine.

Profile

Senior Associate Dean of Faculty & Professor of Family Medicine

Brian V. Reamy, M.D., is the Senior Associate Dean for Academic Affairs and Professor of Family Medicine at Uniformed Services University (USU) School of Medicine in Bethesda, Maryland.  He is a retired Colonel from the United States Air Force Medical Corp and the immediate past-chair of the Department of Family Medicine at USU where he served from 2001-2009.                                                 

Dr. Reamy earned his medical degree from Georgetown University Medical School and graduated AOA. He completed his residency in Family Medicine at David Grant Medical Center, Travis AFB, California and served as Chief Resident of that program. He also completed a Fellowship in Academic Medicine & Faculty Development at the University of California, San Francisco.

During his USAF career, Dr. Reamy served as Chief of Family Practice at Eielson AFB, Alaska located 70 mi from the Arctic Circle and then as faculty and subsequently Residency Director of two Air Force Residency Programs at Travis AFB, CA and Andrews AFB, Maryland.  Dr. Reamy has an extensive record of research, publications and speaking in Faculty Development, Medical Education, and the Prevention of Cardiovascular disease through the control of hyperlipidemia.

Interests

Medical Education
Hyperlipidemia and the primary prevention of cardiovascular disease

Selected Recent Publications:

Maurer, DM,ReamyBV, StephensMB,Crawford,P,Crownover,B.PromotingGoodStewardship:Family Physicians’KnowledgeofCommonlyOverusedTreatmentsandTests.JAmBoardFamMed.2014;27:699-703.

OhRC, Reamy,BV. TheSocraticMethodandPimping:OptimizingtheUseofStressandFearinInstruction.Virtual Mentor(AmericanMedicalAssociationJournalofEthics).2014:16(3);182-186.

UnwinB, GoodieJ, ReamyBV, QuinlanJ. CareoftheCollege Student.  AmericanFamilyPhysician.2013;88(9):596-604.

ReamyBV, LedfordC. CardiovascularConsiderationsinMiddle-AgedAthletesatRiskforCoronaryArteryDisease.CurrentSportsMedicineReports. 2013;12(2):70-76.

LennonR, SaguilA, Seehusen D, StephensM, ReamyBV. The Military HealthSystem:ACommunityofSolutionsforMedicalEducation,HealthcareDeliveryAndPublicHealth.JAmBoardofFamilyMedicine.2013;26(3):264-70

Profile

Dr. Torre is an Associate Professor of medicine at the Uniformed Services University. He teaches and pursues research in Health Professions Education. Dr. Torre received his medical degree from the University of Rome and completed a three-year General Internal Medicine research fellowship at the Johns Hopkins University, where he received a Master degree in Public Health. He completed a doctorate in adult and continuing education at the University of Wisconsin-Milwaukee, where his dissertation was on the cognitive processes of medical students in clinical reasoning using a newly developed concept mapping exercise.

Research Interests

His research interests include use of concept maps in medical education, the study of theoretical foundations of learning applied to educational methods, the development of innovative instructional material, and the exploration of cognitive processes of group learning using qualitative inquiry.

Teaching

• Internal Medicine Clerkship Director
• Director of Undergraduate Medical Education
• Residency Program Director

 Areas of Expertise

• Concept mapping
• Cognitive processes
• Clinical reasoning
• Educational theory

Professional Activities

• AMEE Research Committee member and network lead of research program planning
• Past Chair of the research committee for Clerkship Directors in Internal medicine (CDIM), and member of the CDIM national council
• Editor-in-Chief on the 5th edition of the textbook Clinical Medicine for students
• Reviewer for a number of medical education journals
• Guest Deputy Editor for medical education journals, including the Journal of General Internal Medicine

Profile

Dr. Uijtdehaage joined USU in 2015 as Professor of Medicine and Associate Director of Graduate Programs in Health Professions Education.  He received his doctorate in experimental psychology at The Pennsylvania State University in 1991. He started his career at the UCLA School of Medicine, where he, as Director of Research and Evaluations, chaired the Medical Education Fellowship, a faculty development and leadership program.  He mentors faculty, residents, and students in their research endeavors covering a wide range of educational topics. He publishes in a variety of peer-reviewed journals, including Academic Medicine, Medical Education, Journal of General Internal Medicine, and Teaching and Learning in Medicine.

Research Interests

• Student wellbeing
• Student assessment and program evaluation
• Educational scholarship
• Diversity and admissions

Teaching

• Doctoral Seminar in HPE
• MED 560 Measurement, Assessment and Evaluation
• MED 805 Advanced Measurement, Assessment and Evaluation

Areas of Expertise

• Development of educational scholarship
• Student wellbeing and mistreatment
• Program evaluation
• Student assessment

Select Publications

1. Krupat E, Borges N, Brower RD, Haidet PM, Schroth WS, Fleenor TJ, Uijtdehaage S. Development and validation of the Educational Climate Inventory:  Measuring students’ perceptions in the pre-clerkship and clerkship settings.  Accepted for publication in Academic Medicine, Jan 2017.
2. Blanco MA, Gruppen LD, Artino AR, Uijtdehaage S, Szauter K, Durning SJ. How to write an educational research grant: AMEE Guide No 101.  Medical Teacher, 2016;38:113-22
3. Bierer SB, Foshee C, Uijtdehaage S. Twelve Tips to Remain Current with the Medical Education Field. Medical Science Educator, 2015;25:163-170
4. Uijtdehaage S, O’Neal C.  The curious case of the phantom professor: mindless evaluation of teaching by medical students. Medical Education, 2015;49:928-32
5. Warde C, Vermillion M, Uijtdehaage S. Medical Student Leadership Course Led to Improved Teamwork, Advocacy and Mindfulness. Family Medicine, 2014:46(6);459-62
6. Yashar M, Clarke S, Want E, Coates W, Uijtdehaage S.  Full-scale human simulation is effective in educating pre-clinical medical students on basic acute care skills. Medical Science Educator, 2014:24(4);363-368.
7. Fried J, Vermillion M, Parker N, Uijtdehaage S.  Eradicating Mistreatment of Medical Students During Clerkships: A longitudinal study of one institution’s efforts.  Academic Medicine, 2012:87:1014-22
8. Coates WC, Spector TS, Uijtdehaage S. Transition to Life Curriculum—A Sendoff to the Real World for Graduating Medical Students. Teaching and Learning in Medicine, 2012: 24(1), 36-41
9. Uijtdehaage S, Doyle L, Parker N.  Enhancing the reliability of the multiple mini-interview for selecting prospective healthcare leaders. Academic Medicine, 2011;86:1032–1039
10. Wayne NL, Vermillion M, Uijtdehaage S. Gender Differences in Leadership Amongst First-Year Medical Students in the Small Group Setting.  Academic Medicine, 2010 Aug;85(8):1276-8
11. Uijtdehaage, S, Hauer KE, Stuber M, Rajagopalan S, Wilkerson, L, Go VL. A. Framework for Developing, Implementing, and Evaluating a Cancer Survivorship Curriculum for Medical Students. Journal of General Internal Medicine 2009; 24:2,491-4
12. Uijtdehaage S, Hauer KE, Stuber M, Go VL, Rajagopalan S, Wilkerson L. Preparedness for caring of Cancer Survivors: a Multi-institutional study of medical students and oncology fellows. Journal of Cancer Education 2009; 24:1,28-32
13. Uijtdehaage S, Vermillion M, Doyle LH. "Reflective practice" as a tool for programme evolution. Medical Education 2007; 41(11):1094-5
14. Wilkerson L, Wimmers P, Doyle L, Uijtdehaage, S. Two perspectives on the Effects of a Curriculum Change: Students Experience and the United States Medical Licensing Exam, Step 1. Academic Medicine 2007; 82 (10 Suppl):S117-S120
15. Wilkerson, L, Uijtdehaage, S, Relan, A. Increasing the pool of educational leaders at UCLA. Academic Medicine 2006; 81: 954-958

Profile

Dr. Lara Varpio is Professor of Medicine, and Associate Director of Research for the Health Professions Education graduate degree program at the Uniformed Services University of the Health Sciences (USU). Dr. Varpio completed her PhD in English in 2007 (University of Waterloo) in collaboration with the Wilson Centre for Research in Education at the University of Toronto. This award winning research investigated Electronic Health Records (EHRs) and their impact on medical trainee socialization (2008 Outstanding Dissertation NCTE; 2007 University of Waterloo Alumni Gold Medal). Dr. Varpio spent the first 6 years of her career at the University of Ottawa before moving to the Washington DC area to work with USU.

Among the many awards she has won over her career, Dr. Varpio was most recently honored with the 2016 Diana Forsythe Award in recognition for the year’s best paper at the intersection of Social Sciences and Medical Informatics, and with inclusion in the 2016 Yearbook of Medical Informatics as one of the best papers addressing clinical information systems. Dr. Varpio is a Deputy Editor for the Journal of General Internal Medicine, an Associate Editor for Perspectives on Medical Education (PME), and the Special Edition Editor for Lessons Learned from Health Professions Education Failures Surprises for PME.  She has served on the Association of American Medical Colleges’ national Medical Education Meeting planning committee since 2013, and has recently joined the Association for Medical Education in Europe’s research committee where she is Chair of the Grants Committee.

Research Interests

Dr. Varpio’s current program of research uses qualitative methodologies and methods, integrated with theories from the Social Sciences and Humanities, to investigate questions relating to how individuals (e.g. clinicians, patients, researchers, etc.) collaborate and perform in teams. Her most recent work in this program is related to: (i) interprofessional care teams (e.g., how EHRs impact interprofessional clinical reasoning and collaboration; the characteristics of successful military interprofessional healthcare teams); and (ii) health professions education scholarship units and scholars (e.g. the measures of success for these units in Canada; the institutional logics of these units that cross national boundaries). Dr. Varpio also works extensively with individual health professions educators (e.g. from surgery, internal medicine, nursing, pharmacy, etc.) and in a wide range of topics, including: resident assessment; transitions in undergraduate medical education; global health; resident feedback to faculty; diversity and inclusion in medical education admission processes; and medical humanities. Dr. Varpio is internationally recognized for her expertise in qualitative research methodologies and methods (e.g. from grounded theory to autoethnography, and from visual rhetorical discourse analysis to think-aloud / think-after interviews).

Teaching

• Philosophy of Science, USU
• Rhetoric and Academic Writing, USU
• Advanced Qualitative Research, USU

Areas of Expertise

• Qualitative Research Methodologies and Methods
• Health Professions Education Scholarship Units (HPESUs)
• Interprofessional Collaboration and Communication
• Information and Communication Technologies, most notably Electronic Health Records (EHRs)

Select Publications

1. Bynum, W., Varpio, L. (2018). When I say… Hermeneutic phenomenology. Medical Education. 52(3), 252-253.    

2. Paradis, E., Varpio, L. (2018). Difficult but important questions about the ethics of qualitative research. Perspectives on Medical Education. 7, 65-66.     

3. Varpio, L., Nagler, A. (2018). The bumps and bruises from turning a blind eye: Learning from our failures and surprises. Perspectives on Medical Education. 7(S1), 1-3.   

4. Varpio, L., McCarthy, A. (2018). How a Needs Assessment Taught Us a Lesson about the Ethics of Educational Research. Perspectives on Medical Education. 7(S1), 34-36.   

5. Velthuis, F., Varpio, L., Helmich, E., Dekker, H., Jaarsma, A.D.C. (2018). Navigating the complexities of undergraduate medical curriculum change: Change leaders’ perspectives. Academic Medicine. 93(10): 1503-1510.     

6. Varpio, L., Frank, J., Sherbino, J., Young. M. (2018). Research Environments: Can the cloud supplement brick-and-mortar? Medical Education. 52(9), 891-893.    

7. Varpio, L. (2018). Using rhetorical appeals to credibility, logic, and emotions to increase your persuasiveness. Perspectives on Medical Education.7(3), 207-210.    

8. Varpio, L., Bader, K., Meyer, H., Durning, S.J., Artino, A., Hamwey, M. (2018). Interprofessional Healthcare Teams in the Military: A Scoping Literature Review. Military Medicine. 183(11-12): e448-e454.   

9. Varpio, L., Driessen, E., Lingard, L., Winston, K., Kulasegaram, M., Nagler, A., Maggio, L., Cleland, J., Schonrock-Adema, J., Paradis, E., Morcke, A., Hu, W., Hay, M., Tolsgaard, M. (2018). Advice from the editors of Perspectives on Medical Education: How to get your research published. Perspectives on Medical Education. 7(6):343-347.   

10. Varpio, L., Ray, R., Dong, T., Hutchinson, J., Durning, S. (2018). Expanding the Burnout Conversation through Conceptions of Role Strain and Role Conflict. Journal of Graduate Medical Education. 10(6): 620-623.    

11. Varpio, L., Ajjawi, R., Monrouxe, L., O’Brien, B., Rees, C. (2017). Shedding the Cobra Effect: Problematizing Thematic Emergence, Triangulation, Saturation and Member Checking. Medical Education. State of the Science Issue. 51(1), 40-50.    

12. Rachul, C., Artemeva, N., O’Brien, B., Varpio, L. (2017). AM Last Page: Situated Learning in Medical Education. Academic Medicine. 92(1),134.    

13. Humphrey-Murto, S., Varpio, L., Gonsalves, C., Wood, T. (2017). Using Consensus Group Techniques such as Delphi and Nominal Group in Medical Education: AMEE Guide. Medical Teacher. 39(1), 14-19.     

14. Varpio, L., Grassau, P., Hall, P. (2017). Looking and Listening for Learning in Arts- and Humanities-Based Creations. Medical Education. 51(2), 136-145.    

15. Varpio, L., Gruppen, L., Hu, W., O’Brien, B., ten Cate, O., Humphrey-Murto, S., Irby, D., van der Vleuten, C., Hamstra, S., Durning, S.J. (2017). Working Definitions of Three Roles and an Organizational Structure in Health Professions Education Scholarship: Initiating an International Conversation. Academic Medicine. 92(2), 205-208.   

16. Watling, C., Cristancho, S., Wright, S., Varpio, L. (2017). Qualitative Rip Out #7: Necessary Groundwork: Planning a Strong Grounded Theory Study. Journal of Graduate Medical Education. 9(1), 129-130.  

17. Joseph, K., Bader, K., Wilson, S., Walker, M., Stephens, M., Varpio, L. (2017). Unmasking Identity Dissonance: Exploring Medial Students’ Professional Identity Formation Through Mask Making. Perspectives in Medical Education. 6, 99-107.       

18. Varpio, L., Aschenbrener, C., Bates, J. (2017). Tackling Wicked Problems: How Theories of Agency Provide New Insights. Medical Education. 51(4), 353-365.    

Profile

Dr. Michelle Yoon is Assistant Professor of Medicine at USU and is also the Assistant Dean of Assessment. Dr. Yoon holds a Ph.D. from the University of Virginia in educational psychology with a concentration in human learning and development and dual supporting areas in: Educational Research, Statistics & Evaluation; and Gifted Education. Dr. Yoon has extensive experience in medical school instructional design, curriculum development, program evaluation, and assessment. Prior to coming to USUHS, Dr. Yoon was the Instructional Designer at the University of Virginia School of Medicine, where she also served as a small-group co-mentor for the orientation "Cells to Society" course. Dr. Yoon has also given guest lectures at the UVA's Curry School of Education. Prior to entering the field of medical education, Dr. Yoon worked as a university student affairs career counselor and as a vocational rehabilitation counselor for adolescents and young adults, and holds board certification as a National Certified Counselor (NCC).

 Dr. Yoon has presented at international, national, and regional conferences, including International Association of Medical Science Educators (IAMSE), American Educational Research Association (AERA), National Association for Gifted Children (NAGC), and Northeast Group on Educational Affairs (NEGEA), as well as during Research Days at USU, and during the Academy for Distinguished Educators Medical Education Week at UVA.

Research Interests

Dr. Yoon is a member of the Long-Term Career Outcome Study (LTCOS) team at USUHS. Some of her research interests in medical education include career/talent development and mentoring in health professions and health professions education, well-being, burnout, and resilience in the health professions and health professions education, and organizational change and dynamics especially in the face of curricular change and innovation. Dr. Yoon sees learning and development as occurring within a Bioecological framework, and is interested in communities of practice, role-strain, growth-mindset, and expectancy-value theories.

Teaching

• Instructional Methods in Health Professions Education
• Curriculum Development in Health Professions Education
• Advanced Instructional Methods and Curriculum Development in Health Professions Education

Areas of Expertise

• Program Evaluation
• Instructional Design
• Curriculum Development
• Medical School Curriculum Change
• Student Assessment
• Giftedness and Talent Development
• Bioecological Theories of Development
• Emerging Adulthood
• Career Development
• Higher Education Student Development Theories

Select Publications

1. Yoon, M. H. & Michaelsen, V. E. (2015). Critical analysis of The Kalamazoo Consensus Statement Assessment Tools. MedEdPORTAL. www.mededportal.org/publication/10098     http://dx.doi.org/10.15766/mep_2374-8265.10098
2. Michaelsen, V. E. & Yoon, M. H. (2015). Critical analysis of the Content Coding for Contextualization of Care 4C. MedEdPORTAL    www.mededportal.org/publication/10178     http://dx.doi.org/10.15766/mep_2374-8265.10178
3. Yoon, M. H. & Capper, M. E. (Spring 2015). A Surgeon's Journey Of Talent Development From  Middle School To Medical School. Conceptual Foundations Network Newsletter. Washington, DC: National Association for Gifted Children.      (Invited Article)
4. White, C., McCollum, M., Bradley, E. B., Roy, P., Yoon, M. H., Martindale, J. R., & Worden, M. K. (2015). Challenges to engaging students in a flipped model. Medical Science Educator, 25(3), 219-222.     DOI 10.1007/s40670-015-0125-7
5. Yoon, M. H., Burns, C. M., & Michaelsen, V. E. (2014). Team-Based Learning in different classroom settings.  Medical Science Educator, 24(2), 157-160.    DOI: 10.1007/s40670-014-0024-3.
6. Kirgis, J. & Yoon, M. H. (2014). Curriculum management.  In K. Engle, A. M. Hunt, K. Quirk, and M. Chandler (Eds.) Guidebook for undergraduate  medical education. Alexandria, VA: Alliance for Academic Internal Medicine. (Invited Book Chapter).
7. Cheng, H. Y. & Yoon, M. H. (2014). Critical analysis of the Competency-Based Test of Inpatient Geriatric Management (CTIGM) for Residents and Medical Students. MedEdPORTAL. www.mededportal.org/publication/9773.
8. White, C., Bradley, E. B., Martindale, J. R., Roy, P., Patel, K., Yoon, M. H., & Worden, M. K. (2014). Why are medical students “checking out” of active learning in a new curriculum? Medical Education, 48, 315-324.