Erin Barry

Research Assistant Professor

Uniformed Services University of the Health Sciences

United States

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About

Dr. Erin Barry is a Research Assistant Professor at the Uniformed Services University of the Health Sciences in the United States. Her research areas include leadership development in medical education, interprofessional collaboration in military healthcare, and the impact of emotional intelligence on decision-making during crises. Dr. Barry has published several articles on topics such as residency training perspectives, leadership curricula in medical education, and insights into the experiences of medical students during clerkships.

Articles (24)

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Texas A&M University School of Medicine

UNITED STATES

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Erin Barry

Research Interests

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About

Articles (24)

Diagnosing conflict in clerkship: insights from medical students’ experiences

Challenges and Benefits of Residency Away Rotations: Trainee Perspectives

Integrating Leadership and Technical Skills: Insights From Prolonged Casualty Care During Operation Gunpowder

Gathering Validity Evidence for the Bushmaster Assessment Tool

Preparing Military Interprofessional Health Care Teams for Effective Collaboration

The Military Medicine Leadership Life Cycle: A Model for Longitudinal Leadership Development for Staff Physicians

The Military Medicine Leadership Life Cycle: A Model for Longitudinal Leadership Development in Medicine—Undergraduate and Graduate Medical Education

Leadership and Followership Dynamics in Interprofessional Health Care Teams: Attending Physician Perspectives

Operational leadership experience of physician graduates of the Uniformed Services University

Emotionally intelligent themes in medical leaders’ decision-making during COVID-19

Impact on Faculty’s Own Development When Assessing Student Performance

Pilot study exploring the presence of leadership curricula in undergraduate medical education

Examining Scientific Inquiry of Queerness in Medical Education: A Queer Reading

Followership in interprofessional healthcare teams: a state-of-the-art narrative review

Interprofessional Experiences of Family Nurse Practitioner Students During a Military Field Practicum

Students’ Leadership Development During a High-fidelity Military Medical Field Practicum

Reflecting on LTCOS Scholarship and Implications for Educational Practice

Undergraduate Medical Education Leader Performance Predicts Postgraduate Military Leader Performance

Well-being at a Military Medical School and Implications for Military Retention

Coach-Like Skills for Educators: An Engaging and Applicable Workshop

Small groups satisfy: A descriptive analysis of engagement in virtual learning

How to Conduct a State-of-the-Art Literature Review

Understanding State-of-the-Art Literature Reviews

State-of-the-art literature review methodology: A six-step approach for knowledge synthesis

Collaborators (5)

Ryan Landoll

Bobbie Ann White

David Musick

Rebekah Cole

Michael Dewsnap

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