Skip to main content

Medical Education Scholarly Concentration

In the Medical Education Scholarly Concentration, students will learn about health science pedagogical methods and how they may develop into effective clinical instructors. From there, students will examine how to assess teaching effectiveness, student learning, and knowledge gains through an introduction to education research. Students will develop a foundational knowledge of basic education research methodologies and will be introduced to the medical education scholarship literature.


Students will participate onsite at the Bloomington campus. Completion of the scholarly project could be done remotely.

Curriculum and Timeline

Students completing the medical education concentration fulfill the same core curriculum as students in other concentrations. The didactic components provide a strong academic and experiential foundation in medical education research methodologies and scholarship literature that will be vital for completion of the core curriculum project and product. 

Recommended Pathway

This table shows that the first topic specific course should be completed during phase one in year one. The second and third topic specific courses should be completed during the summer between first and second year of med school. The two remaining courses, project and product, are longitudinal. The project can begin as soon as the summer between first and second year of med school, while the product should begin during phase three and conclude on or before the end of fourth year.

Students determine if a concentration pathway will fit in their schedule by contacting concentration co-directors. 

Scholarly Project Topic Examples

Students work with faculty to complete a project in a relevant topic based on student interests. Students are welcome to come up with their own project idea. Potential project topics include, but are not limited to:

  • Evaluation of ultrasound proficiency in a Human Structure Course
  • Advanced development of clinical case studies for non-didactic learning
  • Strategies in medical education, the importance of self-regulation in learning anatomy, and cadaver use at IU School of Medicine
  • Use of simulation in medical education and interprofessional education
  • Impact of technologies on undergraduate anatomy education

Student Testimonials

Emily MerrittWhy did you choose to participate in the Medical Education Scholarly Concentration program?

I came into medical school knowing that I wanted to incorporate medical education into my future career as a physician. The scholarly concentration is actually one of the factors that influenced my decision to come to IU School of Medicine.

How will your participation in this scholarly concentration contribute to your overall career aspirations in medicine?

My participation in this concentration has only made me more certain of my desire to go into academic medicine and medical education. Between the courses, interactions with the faculty, and every experience I have had thus far with my project, the concentration has truly enriched my education and helped me to see where my future place in medicine might be.


Students should reach out to co-directors with any questions about this concentration.

23210-Rudick, Charles

Charles N. Rudick, PhD

Assistant Director of Medical Education - Bloomington

Assistant Dean for Curriculum, Phase 1

Bio and Contact Information

26393-O'Loughlin, Valerie

Valerie D. O'Loughlin, PhD

Professor of Anatomy, Cell Biology & Physiology

Bio and Contact Information

26659-Husmann, Polly

Polly R. Husmann, PhD

Associate Professor of Anatomy, Cell Biology & Physiology

Bio and Contact Information