Masters of Health Professions Education: Faculty
Colleen Gillespie, PhD (Medicine)
Colleen Gillespie, PhD, is an Assistant Professor in the Division of General Internal Medicine at the NYU School of Medicine, and the Director of Evaluation for the Division of Education Quality and Analytics within the Institute for Innovations in Medical Education. She is also Director of Evaluation for the Program in Medical Education Innovation and Research (PrMEIR) and the Director of Evaluation and Tracking for the NYU-HHC Clinical and Translational Sciences Institute. As a social scientist specializing in the intersection between medical education and health services research, Dr. Gillespie has extensive experience in assessing physician competence in the areas of communication and physician-patient interaction and especially in the context of performance-based assessments (e.g., Objective Structured Clinical Examinations and other Standardized Patient simulation methods). She oversees assessment and analysis of multiple medical student OSCEs and comprehensive residency OSCEs each year. Dr. Gillespie maintains both the Undergraduate Medical Education and Graduate Medical Education registries, enabling NYU to compile longitudinal data and to explore trainee educational and practice outcomes.
Dr. Gillespie’s core areas of expertise include measurement, survey research, and quantitative and qualitative analysis. Currently, her research focuses on how health care providers can “activate” and empower patients to engage in positive behavior change, including the degree to which primary care physicians can “activate” clinical microsystems to support and enhance patient-centered approaches to care.
Dr. Gillespie has a BA in psychology and history from Rice University and a PhD in community psychology from New York University.
Masters of Health Professions Education
Adina Kalet, MD, MPH (Medicine)
Adina Kalet, MD, MPH, is a Professor of Medicine and Surgery at the New York University School of Medicine and is the Co-Director of the Program on Medical Education Innovation and Research (PrMEIR), whose mission is to advance medical education scholarship and to institute best practices for patient-centered, evidence-based medical education. PrMEIR supports research and practice that strengthen the links between a physician’s training and patient health and well-being. Dr. Kalet leads PrMEIR’s Research on Medical Education Outcomes (ROMEO) unit, a group of dedicated cross-disciplinary faculty researchers seeking to link education and health services research and studying how educational interventions lead to long-term outcomes in learners and patients. She directs the NYU Clinical Translational Science Institute’s Translational Research Education and Careers Mentor Development Program (NYU CTSI TREC MDP), which prepares 15-20 researchers annually for their role in mentoring translational research. As founding director of the Dean’s Office of Medical Education Program for Professional Development, Assessment and Outcomes (PPDA&O) and built a portfolio-based system of student assessment in support of the goals of our C21 curriculum reform and she has directed educational research for the Division of Educational Informatics.
Dr. Kalet practiced and taught primary care medicine in the urban inner city. She has been the PI or program director on a number of cross-disciplinary and multi-institutional curriculum development and research grants. She has written extensively on issues of clinical skills evaluation and remediation, faculty development and mentoring, professional identity development assessment and psychosocial aspects of medicine.
Dr. Kalet earned her medical degree from the Sophie Davis School for Biomedical Education and Mount Sinai School of Medicine and was in the first cohort of NYU/Bellevue Primary Care Internal Medicine Residents. Dr. Kalet was a New York Academy of Medicine Bowen-Brooks Fellow and a graduate of the Robert Wood Johnson Clinical Scholars Program, where she received her MPH in Epidemiology. In 2009, Dr. Kalet was awarded a four-year Arnold P. Gold Professorship of Humanism and Professionalism from the Arnold P. Gold Foundation.
Dr. Mack Lipkin (Medicine)
Dr. Mack Lipkin is a Professor of Medicine, and Co-Director of the NYU School of Medicine Primary Care Residency Program, and founding President of the American Academy on Physician and Patient (AAPP), and past President at the Society of General Internal Medicine. He is recognized as an international leader on the medical interview and related skills. He was the Principal Investigator of the Macy Foundation Initiative in Health Communication, a 4-year project that improved communication skills through the implementation of competency driven curricula for medical students, faculty development, and rigorous evaluation.
Throughout his career, Dr. Lipkin has been awarded numerous honors, including Outstanding Teacher from the University of Rochester School of Medicine, APA Award for Outstanding Clinical Services to Threshold, the Richard and Hinde Rosenthal Award of the American College of Physicians for “…significant clinical innovation” (as President and Chair of the American Academy on Physician and Patient), New York University Dean’s Award for Outstanding Medical Education, Robert J. Glaser Award from the Society of General Internal Medicine for outstanding contributions to research, education or both in generalism in medicine, and Engel Award from the American Academy on Communication in Healthcare for outstanding research contribution to the Theory, Practice and Teaching of Effective Health Care Communication and Related Skills.
Along with Henk Schmidt, Marten de Vries, and JM Greep, he edited New Directions for Medical Education: Problem-Based Learning and Community-Oriented Medical Education (Springer-Verlag, 1989).
Dr. Lipkin completed his AB in Molecular Biology from Harvard College and obtained his MD from Harvard Medical School. He has a 21-year old daughter, a French hospital director partner, and is interested in photography, fly fishing, and cooking.
Joseph Nicholson, MLIS, MPH (Medical Library)
Joey Nicholson, MLIS MPH is the Education and Curriculum Librarian at New York University School of Medicine. In this role, he coordinates teaching and evaluation of information literacy, research, and evidence-based medicine skills within the undergraduate medical education curriculum. In addition to his role in the curriculum, Joey is also responsible for coordinating teaching and support of systematic review methodology at NYU Langone Medical Center.
Following his BA in Linguistics (French) from University of California, Davis, Joey earned a Master’s in Library and Information Sciences from the University of Pittsburgh and a Master’s in Public Health from Columbia University, Mailman School of Public Health. So far, he has lived in four countries, six states, and fifteen cities. In his spare time, Joey enjoys running, theater, and traveling to new destinations (both domestic and exotic). He is closing in on visiting all 50 states, with only 3 left to go.
So-Young Oh, MA, DEA (Institute for Innovations in Medical Education)
Ms. So-Young Oh is Senior Instructional Designer in the Institute for Innovations in Medical Education (IIME) at NYU School of Medicine. Her core areas of expertise include the design and evaluation of instructional technology, and learning analytics. She also has significant expertise and professional training in organizational theories, educational psychology, social science, communication and information theories.
So-Young earned a M.A. in Educational Communication and Technology at NYU and a D.E.A. in Communication and Information Science at University of Stendhal-Grenoble 3 in France. Prior to joining NYUSOM she worked as an educational media specialist at Sesame Workshop in NYC, an assistant producer of educational media at Exploris in France, and as the French foreign correspondent for the Korean Times, the Korean Broadcasting Institute, and the Korean Broadcasting System.
As an instructional designer, So-Young provides consultation in developing, implementing, analyzing and evaluating instructional strategies and methods, focusing on effective instructional design based on empirical findings in cognitive science as they relate to learning technology-based learning. Based on her experiences, she held workshops on instructional design at the Association of American Medical Colleges (AAMC)’s national meetings and recently published an iBook, e-Learning Cookbook: How to Create e-Learning Materials for Health Care Professionals.
Martin V. Pusic, MD, PhD, FRCP(C) (Institute for Innovation in Medical Education, Department of Emergency Medicine)
Dr. Pusic obtained his Medical Degree from the University of British Columbia, a Fellowship in Pediatric Emergency Medicine at McGill and his PhD in Education from Teachers College of Columbia University. He has practiced Pediatric Emergency Medicine at a number of academic health centers in Canada and the U.S. including Johns Hopkins, Columbia and NYU. He has also taught across the medical education spectrum having been a Course and Student Assessment Director at the UME level, taught Evidence-Based Practice to residents, been a Fellowship Director in PEM and the Course Director for CME events.
During his career, he has gradually developed his scholarly interests, first in the development of just-in-time learning aids for clinical trainees and more recently in the deliberate practice of medical classification decisions (cognitive simulation). His publications on these topics have appeared in major Medical Education journals. He has won numerous teaching awards including membership in the Virgina Apgar teaching academy at Columbia University. He is a founding Scholar in the Institute for Innovations in Medical Education at NYU.
Dr. Pusic resides in New York City with his lovely wife, two boys aged 19 (plays cricket) and 14 (excellent cook), and his Labradoodle. He loves hockey.
David T. Stern, MD, PhD, FACP (Medicine)
Dr. David T. Stern is Chief, Medicine Service at the VA NY Harbor Healthcare System and Vice Chair for Education and Academic Affairs at the NYU-Langone Medical Center. He received his bachelor's degree in anthropology from Harvard University and his medical degree from Vanderbilt Medical School. He completed internship and residency in internal medicine at Tufts/New England Medical Center. He subsequently served as a fellow in Ambulatory Care and Research at Stanford and the Palo Alto Veterans Affairs Medical Center, and received his Ph.D. from Stanford University School of Education in curriculum and teacher education. He served as Director of Standardized Patients, Co-Director of the Patient-Doctor course, and founding director of the international office, Global REACH (Research, Education and Collaboration for Health), at the University of Michigan. He came to NYU from Mount Sinai, where he served as Vice Chair for Faculty Affairs and Professionalism in the Department of Medicine.
Dr. Stern is a practicing general internist with a longstanding commitment to improving the quality of medical education. His early research focused on identifying when, where, and how doctors learn professional behaviors. He subsequently studied how to measure professional behavior for evaluation, certification, and prediction of future behavior. He is the author of over 100 abstracts and papers on the topic, and is editor of "Measuring Medical Professionalism," published by Oxford University Press in 2006. He has served as a consultant and visiting professor at medical schools nationally and internationally, conducting workshops and seminars on teaching, learning, and evaluating professionalism and medical education in general. He is currently actively engaged in managing the medicine service lines (clinical, education, research) at the New York Harbor VA – Manhattan Campus, and coordinating efforts to re-envision the graduate medical education curriculum (G21 project) for the Department of Medicine.
Sondra Zabar, MD (Medicine)
Sondra Zabar, MD is the Director of the Primary Care Internal Medicine Residency Training Program at the NYU School of Medicine. She is the Director of the Program for Medical Education Innovations and Research (PrMEIR), established in 2006 with the mission of advancing medical education scholarship at NYU and instituting best practices for patient-centered, evidence-based medical education through research, faculty development, and internal grants program.
She received an AB from Brown University and her MD degree from the NYU School of Medicine, where she also completed a Primary Care Residency and served as Chief Resident. She has hospital appointments at Bellevue Hospital Center and Gouverneur Healthcare System and is an Associate Professor of Medicine at the NYU School of Medicine. She is a member of the NYU School of Medicine Curriculum Committee and directs the NYU School of Medicine Standardized Patient Program.
Dr. Zabar’s contributions to medical education at the undergraduate, graduate and postgraduate levels include: was Principal Investigator for a comprehensive 10-station performance-based assessment of residents’ knowledge, skills and attitudes – conducted annually for all primary care residents, categorical residents and by invitation to other residency training programs; Co-Directs Research on Medical Education Outcomes Unit; led the faculty development component of the Macy Initiative in Health Communication – a multi-site medical school project which integrated a common set of doctor/patient communication competencies during the third clerkship year; served as curriculum leader then program director for the CDC-funded program to plan, develop, implement and evaluate a model educational program to teach health care providers about the psychosocial aspects of bio-terrorism preparedness and response; coordinated the design and implementation of a Systems Based Practice web-based curriculum for all NYU Residency Programs. Dr. Zabar received the 2007 ACGME Picker Challenge Grant to teach and assess professionalism skills for Emergency Medicine residents, which included a small pilot of
unannounced standardized patients (USP) to assess resident in-situ professionalism and communication skills. Motivated by the findings of this project, and building on nearly a decade of experience implementing and evaluating performance based assessment for students and residents she spearheaded an innovative NIH-funded unannounced standardized patient (secret shopper) project at Gouverneur Healthcare Services and Bellevue Hospital to assess the quality of patient education and counseling provided by NYU SOM residents and the microsystem they practice in. Dr Zabar’s team partnered with NYC’s Health and Hospital Corporation office to create and pilot a novel Assessment of Quality of Care project that enlisted adolescent standardized patients (SPs) to evaluate provider performance and give feedback in real pediatrics settings.
Dr. Zabar has published and presented at local and national professional meetings on topics including performance based assessment, standardized patients, teaching and learning in medicine, faculty development. She has recently published a book titled Objective Structured Clinical Examination: 10 steps to Planning and Implementing OSCE and Other Standardized Patient Exercises. Her work has been supported by a variety of sources, including the National Institutes of Health, the Health Resources and Services Administration, NYU CTSI, and the Arnold P. Gold Foundation. Dr. Zabar received the Medical Educator Award from the Society of General Internal Medicine, Mid-Atlantic Region and the Scholarship in Medical Education Award from the National Society of General Internal Medicine.