Anthony Artino, Jr., PhD
Anthony R. Artino, Jr., PhD, Captain, Navy
Name: Anthony R. Artino, Jr., PhD, Captain, Navy
Academic Motivation and Emotion; Survey Methodology; Self-Regulated Learning; Undergraduate Medical Education
Online/Distance Learning; Long-Term Physician Outcomes
M.S., Instructional Systems, Florida State University
M.S., Physiology, Colorado State University
B.S., Biomedical Engineering, Rensselaer Polytechnic Institute
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 150 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.
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 from Division I (Education in the Professions) of the American Educational Research Association.
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 21 research abstracts at scientific conferences and published 65 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.