Lee Shulman, past president of the Carnegie Foundation, proposed the 3 P’s of educational scholarship – The work must be made Public, undergo Peer Review, and become a Platform on which others can build. We encourage faculty members to become involved in educational research and scholarship. On this page you will find resources to help you get started as well as examples of work completed at our institution.
The Medical Education Research Group Exchange disbanded in 2011 but will begin again under the auspices of the Academy of Educators. The list of members will be published as soon as the group is established.
We have listed sources of funding for educational research. If you are a member of the Academy of Medical Educators, you may also be eligible to receive some financial support to initiate an educational project. Please visit the Academy website’s member benefits section for additional information.
Please feel free to submit links to additional resources to Dr. Rose van Zuilen.
Educational Research Projects at UMMSM, Completed
Below is a list of selected completed educational projects that resulted in a publication
Bagri, A. S. & Tiberius, R. G. (2010). Medical student perspectives on geriatrics and geriatric education, Journal of the American Geriatrics Society, 58(10), 1994-9.
Cobas, M., Varon, A., Arheart, K., Lewis, M., De LA Pena, M. A., & Lubarsky, D. (2008). USMLE: Predictor of In-Training Examination Performance in Anesthesiology? Anesth & Analg, 106,S-96.
Cobas, M., Varon, A., Arheart, K., De LA Pena, M. A., Crescimone, N. & Lubarsky, D. (2008). Type of internship and ITE performance: Does it matter? Anesth & Analg, 106, S-94.
Goguen, J., Knight, M. & Tiberius, R. G. (2008). Is It Science? A Study of Attitudes of Medical Trainees and Physicians Toward Qualitative and Quantitative Research, Advances in Health Sciences Education, 13(3), 1382-4996.
Golden AG, van Zuilen MH, Mintzer MJ, Issenberg SB, Silverman MA, Roos BA, MD. (2010). A fourth-year medical school clerkship that addressed negative attitudes toward geriatric medicine. Journal of the American Geriatrics Society, 58(4), 746-750.
Joseph, N., Sussman, D. A., Tiberius, R. G., & Deshpande, A. R. (2012). Identifying Barriers to Initiating Immunomodulators and Biologics in an Underserved Population with Inflammatory Bowel Disease (IBD). Presented at the 2012 Digestive Disease Week.
Lenchus, J. and Associates. improvement in knowledge and skill subsequent to participating in a simulation-based procedural curriculum: we demonstrated that, subsequent to participating in our program, participants demonstrated a statistically significant improvement in written test and skills-based checklist scores.
Marsicano, E. V., Joseph, N., Tadi, R., Donath, E., Deshpande, A. R., Isaacson, R., Lenchus, J., & Sussman, D. A. (2012). Using a Web-Based Module to Impact the Prescribing Practices of Internal Medicine Housestaff Regarding the Appropriate Use of Stress Ulcer Prophylaxis (SUP): A Randomized Controlled Trial. Presented at the 2012 Digestive Disease Week.
Marsicano, E. V., Joseph, N., Clark, J. D., Sussman, D. A., Isaacson, R., Lenchus, J., Deshpande, A. R., & Brody, S. (2011). Using a Web-Based Module to Educate Internal Medicine, Neurology Housestaff and Medical Students Regarding the Appropriate Use of Stress Ulcer Prophylaxis: A Randomized Controlled Trial. Presented at the 2011 Digestive Disease Week.
Ranasinghe, J., Lewis, M. C., & Varon, A. J. (2009). The impact of an exam oriented didactic lecture series during CA3 year on the ABA written examination performance. Anesth & Analg 108, S-110.
Ruiz, J. G., van Zuilen, Maria H., Katz, A., Milanez, M., & Tiberius, R. G. (2006). Chapter 26, ePortfolios in Graduate Medical Education. In A. Jafari and C. Kaufman (Eds.) Handbook of Research on ePortfolios. Hershey, PA: Idea Group Reference.
Sharma, N., Lalinde, P. S. & Brosco, J. P. (2006). What do residents learn by meeting with families of children with disabilities?: A qualitative analysis of an experiential learning module, Pediatric Rehabilitation, 9(3), 185-189.
Surangsrirat, D., Deshpande, A., Surangsrirat, S., Tapia, M., & Zhao, W. (2011). A customized simulation system with computer integrated auto-evaluation function for upper endoscopy training. Technol Health Care, 19(2),79-90.
Talarico, J. F., Varon, A. J., Banks, S., Berger J., Pivalizza, E. G., Medina-Rivera, G., Rimal, I. Davidson, Dai. F., Ball, R. D., Loudd, C., Schoenberg, C., Wetmore, A. L., & Metro, D. G. Emotional intelligence and its relationship to resident performance: a multi-institutional study (Submitted to Journal of Clinical Anesthesia, 2012).
Tiberius, R. G. (In Press). Chapter 6, Small Group Methods for Collecting Information from Students for the Improvement of Teaching, In K. Brinko (Ed.), _Practically speaking: A sourcebook for instructional consultants in higher education (2nd ed.). Stillwater, OK: New Forums Press.
Tiberius, R. G. (In Press). Chapter 13. Microteaching, Teaching Laboratory, and Alliances for Change, In K. Brinko (Ed.), Practically speaking: A sourcebook for instructional consultants in higher education (2nd ed.). Stillwater, OK: New Forums Press.
Tiberius, R. G., Tipping, J. & Smith, R. (In Press). Chapter 25, Developmental Stages of Expertise in Educational Consultation, In K. Brinko (Ed.), Practically speaking: A sourcebook for instructional consultants in higher education (2nd ed.). Stillwater, OK: New Forums Press.
Tunuguntla R, Rodriguez O, Ruiz J, Qadri SS, Mintzer MJ, van Zuilen MH, Roos BA. (2008). Computer-based animations and static graphics as medical student aids in learning home safety assessment: a randomized controlled trial. Medical Teacher, 30(8), 815-817.
van Zuilen MH, Kaiser RM, Mintzer MJ (2012). A competency-based medical student curriculum: Taking the medication history in older adults. Journal of the American Geriatrics Society, 60(4), 781-781.
van Zuilen MH, Gonzalez J., Aguilar EA, Palacios JC, Mintzer MJ (2011). Geriatrics Medication History Objective Structured Clinical Exam. MedEdPORTAL; Available from: www.mededportal.org/publication/8274
van Zuilen MH, Tunuguntla R, Rodriguez OL, & Mintzer, MJ. (2010). Revision of a home safety assessment curriculum improves medical student reporting of safety problems. Journal of the American Geriatrics Society (letter to the editor), 58(7), 1398-1399.
Sources of Funding
Agency for Healthcare Research and Quality
Center of Federal Domestic Assistance, The
Fund for the Improvement of Postsecondary Education
American Association for the Advancement of Science
Henry J. Kaiser Family Foundation, The
Health Resources & Services Administration
Indiana University Research Gateway
Josiah Macy Jr. Foundation
National Institutes of Health
National Science Foundation
NBME Stemmler Fund
PEW Charitable Trust, The
Robert Wood Johnson Foundation, The
Rockefeller Foundation, The
W. K. Kellogg Foundation, The
UMPIRE Faculty Development Program
UMPIRE, a mentored experiential research development program, will create research competencies among participating faculty and facilitate the creation of productive clinical and educational research teams that integrate fellows and residents. UMPIRE will expand the critical mass of faculty capable of successful mentoring and of developing an independent research career.
We seek to implement the University of Miami Research Education (UMPIRE) Program among selected faculty interested in developing the research skills needed for an academic career in clinical research or education research. This program expands and adapts the successful problem-based curriculum in existence for residents and fellows and facilitates the creation of multi-generational research teams based on shared interests. This program is led by Dr. Ana Palacio and Dr. Leonardo Tamariz.
UMPIRE has the following objectives:
Develop faculty skills and competencies in a variety of research methods by harnessing the use of local resources for comparative effectiveness, educational outcomes, qualitative or health disparities research.
Create a mentoring network that would strengthen the educational, clinical and health services research conducted.
Increase the number of presentations, publications, career development awards and merit review grant proposals among mentees and mentors in the program.
A long term goal is to create the critical mass of faculty conducting clinical or educational research and mentoring trainees, and to transform the approach UM divisions and programs have towards the generation of knowledge.
Specific Program information:
The program is a structured one year career development program which maximizes the use of existing resources of highly relevant local data and of faculty expertise.
The program is a longitudinal course consisting of on-line modules, group workshops and individual mentoring sessions to assist faculty in the development and completion of their grants, abstracts or manuscripts. These sessions will be significantly more advanced that those offered to date to residents and fellows through the Resident Scholarly Activity Program. The sessions will include training on the development of specific aims for grants, the creation of data collection tools, the selection of validated instruments, the use of statistical software, the creation of publication ready tables and figures, etc. The program directors will serve as editors for the development of manuscripts or grants.
The ideal participants are those who are interested in participating in the program for the development of a clinical or educational research career and who have support from their division chief or chair.
Anticipated effort required to fully engage in the program is 10% effort.
The program aims to select 6 junior faculty members in the first year.
The program aims to match the participating junior faculty with residents or fellows interested in collaborating in their projects.
To download the program description, click here.
For additional information, please contact Dr. Ana Palacio
MedEdPORTALAre you involved in curriculum design? Have you put together a successful on-line training module, PBL teaching case, small group session, or other instructional resource? Have you developed an assessment tool that has been implemented with students, residents or faculty? Have your considered submitting this resource for publication?
MedEdPORTAL is a free, open-access publication service for educational (teaching and assessment) resources in the field of health professions education.The service is provided by the Association of American Medical Colleges (AAMC). Materials submitted to MedEdPORTAL are peer reviewed just like research articles submitted to traditional journals. If your educational resource is accepted for publication, you are able to include this on your CV as a peer-reviewed publication.
Materials submitted to MedEdPORTAL must be stand-alone, complete teaching or learning modules that have been classroom tested and are ready for implementation by users at other institutions. Each submission undergoes a rigorous peer review process using a standardized review instrument that evaluates whether your resource meets the criteria of educational scholarship. Published authors receive a formal citation for their accepted publications. Your MedEdPORTAL publication is considered a scholarly work that can play a role in decisions regarding your academic advancement. For more information, visit the website.
MedEdPORTAL has a Faculty Mentor Program. The faculty mentors provide support to faculty interested in submitting educational content to the MedEdPORTAL. The also present workshops on behalf of MedEdPORTAL locally and at regional and national meetings.
The University of Miami Miller School of Medicine has two MedEdPORTAL faculty mentors. Please feel free to reach out to them with any questions you may have. If you would like to schedule a consultation for one-on-one mentoring with a product submission, please complete the consultation request form.
Rose Maria van Zuilen, PhD email
Associate Professor of Professional Practice
Acting Associate Director of the Educational Development Office
Alex Mechaber, MD email
Professor of Medicine
Senior Associate Dean for Undergraduate Medical Education
Acting Co-Director of the Educational Development Office