Erin Barry, MS

Erin S Barry, MS

Name: Erin S Barry, MS

USU Department of Primary Appointment: 
Military and Emergency Medicine
Title: 
LEAD Principal Researcher
Faculty Rank: 
Research Assistant Professor
Location: 
Uniformed Services University of the Health Sciences, Bethesda, MD

Research Interests:
Leadership; Curriculum development and assessment
Stress, PTS, TBI, Addictive behaviors

Office Phone: 
(281) 450-6342

Education

2006 - BE, Biomedical Engineering, Mathematics (minor), Vanderbilt University
2008 - MS, Biomedical Engineering, University of Texas-Arlington

Biography

Erin S. Barry, M.S. is Research Assistant Professor in the Department of Military and Emergency Medicine at the Uniformed Services University (USU). She works with the Leader and Leadership Education and Development (LEAD) Program as the Principal Researcher. She is a biomedical and biobehavioral scientist with expertise in research design, planning, logistics, data management, statistical analyses, and assessment. Her role in LEAD is to work on all aspects of Research and Development including original research, scholarly reviews, and to translate scientific materials and evidence to be effectively taught and disseminated. She serves as Principal Researcher for several studies of leadership that focus on individual characteristics, interpersonal dynamics, and academic performance as predictors of leadership competence. She also works closely with the LEAD Curriculum team to bridge, coordinate, and analyze student, faculty, and program assessment.

Ms. Barry earned a B.E. (2006) in Biomedical Engineering with a minor in Mathematics from Vanderbilt University in Nashville, TN. She earned an M.S. (2008) in Biomedical Engineering from University of Texas at Arlington with a focus on Tissue Engineering and Drug Delivery. Erin worked at the Baylor Institute for Immunology Research in Dallas, TX to identify biomarkers in B-cell deficient patients, Multiple Sclerosis patients, Rheumatoid Arthritis patients, lung cancer patients, and performance-enhancing drugs in Olympic marathon runners. She also has worked at the Center for BrainHealth in Dallas, TX using fractal dimensions to diagnose Alzheimer's disease. She has worked at USU since 2010 where her research has focused on traumatic brain injury (TBI), post-traumatic stress disorder (PTSD), and leadership. In addition, she helps to mentor graduate and medical students with regard to research activities. She is currently working on her PhD in Health Professions Education focusing on leadership and followership within medical education and development.

Representative publications, projects, and/or deployments

  • Leader and Leadership Education and Development
  • Leader and Leadership Assessment
  • Leader and Leadership long-term outcomes
  • Intergenerational Leadership
  • Followership

Bibliography

  • Barry, E.S., & Grunberg, N.E., (in press). A conceptual framework to guide leader and follower education, development, and assessment. Journal of Leadership, Accountability and Ethics.
  • Barry, E.S., Dong, T., Durning, S.J. Schreiber-Gregory, D., Torre, D., & Grunberg, N.E. (2020). Faculty assessments in a military medical field exercise: Rater experience and gender do not appear to influence scoring. Military Medicine. E-pub. https://doi.org/10.1093/milmed/usz364
  • Barry, E.S., Hudepohl, N., Kleber, H.G., McManigle, J.E., Wesitroffer, J.K., Grunberg, N.E. (2019). Importance of integration of leader and leadership education and development in medical education across the life-cycle. MedEdPublish. 8 (3) 69, https://doi.org/10.15694/mep.2019.000218.1
  • Barry, E.S., Dong, T., Durning, S.J. Schreiber-Gregory, D., Torre, D., & Grunberg, N.E. (2019). Medical student leader performance in an applied medical field practicum. Military Medicine. E-pub. https://doi.org/10.1093/milmed/usz121
  • Barry, E.S., Kleber, H.K, & Grunberg, N.E., (2018). Leader and leadership curriculum and assessment in U.S. medical schools. MedEdPublish, 7 (4) 23, https://doi.org/10.15694/mep.2018.0000244.1.
  • Grunberg, N.E., Barry, E.S., Callahan, C.W., Kleber, H., McManigle, J.E., Schoomaker, E.B., (2018). A conceptual framework for leader and leadership education and development. International Journal of Leadership in Education. 1-7. https://doi.org/10.1080/13603124.2018.1492026
  • Barry, E.S., Grunberg, N.E., Kleber, H.G., McManigle, J.E., & Schoomaker, E.B. (2018). A four-year medical school leader and leadership education and development program. International Journal of Medical Education. 9, 99-100. https://doi.org/10.5116/ijme.5abe.12d2
  • Grunberg, N.E., Barry, E.S., Kleber, H., McManigle, J.E., Schoomaker, E.B., (2018). Charting a course for leader and leadership education and development in American medical schools. MedEdPublish, 7 (1) 37, https://doi.org/10.15694/mep.2018.0000037.1.
  • Grunberg, N.E., Barry, E.S., Kleber, H., McManigle, J.E., Schoomaker, E.B., (2017). Seven steps to establish a leader and leadership education and development (LEAD) program. In M. Clark & C.W. Gruber (Eds.), Leader Development Deconstructed. Cham, Switzerland: Springer International Publishing.
  • Eklund, K.E., Barry, E.S., Grunberg, N.E. (2017). Gender and Leadership. In A. Alvinius (Ed.), Gender Differences in Different Contexts, InTech, 129-150.