Lauren A. Maggio, PhD, MS (LIS), associate professor of medicine, and associate director of distributed learning and technology for graduate programs in health professions education, Uniformed Services University of the Health Sciences, Bethesda, Maryland
Describe your current activities.
I recently joined the Uniformed Services University of the Health Sciences (USUHS) as an associate professor where I am collaborating with a fantastic team of educators to launch a master’s and doctoral degree in health professions education (HPE) for members of the military health system. I also teach and conduct research in HPE.
As a researcher with a background in HPE and information science, I’m 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. This interest has led me to lead several studies in evidence-based medicine, including a few recently published in Academic Medicine.
- Maggio LA, ten Cate O, Chen HC, Irby DM, O’Brien BC. Challenges to learning evidence-based medicine and educational approaches to meet these challenges: A qualitative study of selected EBM curricula in U.S. and Canadian medical schools. Acad Med. 2016;91:101-106.
- Maggio LA, ten Cate O, Irby DM, O’Brien BC. Designing evidence-based bedicine training to optimize the transfer of skills from the classroom to clinical practice: Applying the four component instructional design model. Acad Med. 2015;90:1457-1461.
- Maggio LA, Tannery NH, Chen HC, ten Cate O, O’Brien BC. Evidence-based medicine training in undergraduate medical education: A review and citique of the literature published 2006–2011. Acad Med. 2013;88:1022-1028.
Also in my new role, I am excited to undertake research on the nature of HPE graduate programs and to better understand how we can teach the responsible conduct of HPE research.
What gaps do you see in the current academic medicine scholarship?
Over the past ten years, there has been an explosion of HPE research. While this provides unprecedented access to evidence, I don’t think we have yet addressed how to train educators to manage this influx of evidence or to effectively translate this knowledge into their practice.
Name two to three seminal Academic Medicine articles that everyone in your field should read.
Calls for Reform of Medical Education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010 by Irby, Cook, and O’Brien. This article does a great job of reminding readers of the past and providing strong suggestions for the future. While not necessarily seminal articles, in each issue of Academic Medicine I always check out the AM Last Page. I often recommend the AM Last Page to my colleagues and learners who want a bite-sized introduction to key HPE topics.
What issues will we be reading about in Academic Medicine in five years?
I hope we will be reading about the continued growth of HPE scholarship, robust funding for its creation, and effective methods for translating HPE knowledge into practice.
What books are you reading right now?
Right now, I’m getting ready to teach a qualitative methods course, so besides pouring over lots of qualitative textbooks, I am also re-reading Parker Palmer’s The Courage to Teach.