Interests:
Educator development, science of teaching and learning, program evaluation, curriculum development, social media, and educational scholarship.
Background:
Kristina is a graduate of the Master of Medical Sciences in Medical Education program at Harvard Medical School, the PhD in Sociology program at Southern Illinois University, the Master in Applied Sociology program at the University of Central Florida, and an alumna of the Harvard Macy Institute. Previously, Kristina was on the faculty of Harvard Medical School and Southern Illinois University, and worked at Brigham and Women’s Hospital and Massachusetts General Hospital supporting faculty development and educational scholarship.
Research:
Kristina’s scholarship largely centers on the evaluation of unique educational initiatives intended to support the development of faculty and trainees as educators in the health professions.
Representative publications:
Kristina Dzara and Holly Gooding. 2022. “AM Last Page: A Guide to Educational Pyramids in Medical Education.” Academic Medicine. 97(2):313.
Kristina Dzara, Abid Khan, and Lori R. Berkowitz. 2022. “Vice Chairs for Education as Servant Leaders.” Research and Development in Medical Education. 11:23.
Natasha Johnson, Andrea Pelletier, Kristina Dzara, and Ilona Goldfarb. 2022. “Medical Students’ Intention to Change After Receiving Formative Feedback: Employing Social Cognitive Theories of Behavior.” Medical Science Educator. 32:1447-1454.
Madeleine I. Matthiesen, Michael S. Kelly, Kristina Dzara, and Arabella Simpkin Begin. 2022. “Medical Residents and Attending Physicians’ Perceptions of Feedback and Teaching in the United States: A Qualitative Study.” Journal of Educational Evaluation for Health Professions. 19:9.
Kristina Dzara, Karen L. Bruynell, Erik K. Alexander, Caitlyn R. DePaula, and Subha Ramani. 2022. “Global Med Ed Café: A Safe Space for Conversations.” The Clinical Teacher. 19(2):136-142.
Kristina Dzara, Martin Pusic, Narath Carlile, Edward Krupat, and Erik K. Alexander. 2022. “Educational Adaptation to Clinical Training during the COVID-19 Pandemic: A Process Analysis.” BMC Medical Education. 22:200.
Kristina Dzara, Amy Kelleher, and Subha Ramani. 2021. “Fostering Educator Identity Through Social Media.” The Clinical Teacher. 18(6):607-613.
Kristina Dzara, Ayres Heller, and Jennifer Kesselheim. 2021. “The COVID-19 Online Learning Transition and the Plus/Delta Debriefing Model.” Journal of Continuing Education in the Health Professions. 41(2):91-93.
Lori Pugsley, Ariel S. Frey-Vogel, and Kristina Dzara. 2021. “A Qualitative Investigation to Identify Factors Influencing Relationship Formation Between Pediatric Nurses and Pediatric Interns.” Journal of Interprofessional Education and Practice. 22(8):100404.
Magalie Cadieux, Melissa Campos-Zamora, Ivry Zagury-Orly and Kristina Dzara. 2020. “Journal Club using Virtual Breakout Rooms: Interactive Continuing Education with No Learner Preparation During COVID-19.” Journal of Continuing Education in the Health Professions. 40(4):217-219.
Kristina Dzara and Ariel S. Frey-Vogel. 2019. “Medical Education Journal Club for the Millennial Resident: An Interactive, No Prep Approach.” Academic Pediatrics 19(6):603-607.