Jessica Byram

Assistant Professor

Indiana University School of Medicine

United States

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Jessica Byram is an Assistant Professor at Indiana University School of Medicine in the United States. Her research encompasses a variety of areas, including the integration of artificial intelligence in medical education, burnout within healthcare systems, and the application of Job Demands-Resources theory to improve well-being among residency program directors. Recent works also focus on qualitative research methodologies and the pedagogical strategies to enhance student engagement and performance in medical courses.

Articles (18)

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2025

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2022

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2022

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2020

Collaborators (14)

Niels Hammer

AUSTRIA

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Lauren Easterling

Clinical Assistant Professor

Indiana University School of Medicine

UNITED STATES

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Christen Dilly

Associate Professor of Medicine

Indiana University School of Medicine

UNITED STATES

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Jason Organ

Indiana University School of Medicine

UNITED STATES

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Kirsten M. Brown

UNITED STATES

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Adam Wilson

Associate Professor

Rush University

UNITED STATES

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Sabine Hildebrandt

Harvard University

UNITED STATES

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Megan Kruskie

Assistant Professor of Anatomy

Georgetown University

UNITED STATES

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Michelle Lazarus

MONASH UNIVERSITY

AUSTRALIA

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Claudia Krebs

The University of British Columbia

CANADA

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Neil Mehta

Professor and Assoc Dean (Curricular Affairs)

Cleveland Clinic

UNITED STATES

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Jon Cornwall

NEW ZEALAND

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Naomi A. Schmalz

UNITED STATES

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JASON MUSSELL

Professor - Research

LSU Health Shreveport

UNITED STATES

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Jessica Byram

Research Interests

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About

Articles (18)

An audit of AI-related documents across U.S. Medical schools: A framework-based qualitative content analysis

The tip of the iceberg: Rethinking burnout through social and organisational lenses

Applying Job Demands-Resources (JD-R) Theory to the Understanding of Residency Program Director Well-Being

There is a method to the madness, and a madness to the method: A beginner's guide to qualitative research

Diagnosing the first patient: Integrating histopathology into an undergraduate gross anatomy course

Formative peer evaluation instrument for a team-based learning course: Content and construct validity

Does viewing pre‐lab dissection summary videos correlate with student performance outcomes in medical gross anatomy?

Investigating feelings of imposterism in first‐year medical student narratives

Journal recommended guidelines for survey‐based research

Journal recommended guidelines for systematic review and meta‐analyses

“A whole new perspective on how the body fits together”—An evaluation of a cadaver laboratory experience for high school students

Could the altmetrics wave bring a flood of confusion for anatomists?

Educator perspectives on non‐technical, discipline‐independent skill acquisition: An international, qualitative study

The impact of COVID‐19 on professional identity

I am an Educator: Investigating Professional Identity Formation using Social Cognitive Career Theory

Exploring Resilience Factors in Medical Students with Adverse Childhood Experiences: a Pilot Study

Shifting language for shifting anatomy: Using inclusive anatomical language to support transgender and nonbinary identities

Investigating Student Perceptions of a Dissection‐Based Undergraduate Gross Anatomy Course Using Q Methodology

Collaborators (14)

Niels Hammer

Lauren Easterling

Christen Dilly

Jason Organ

Kirsten M. Brown

Adam Wilson

Sabine Hildebrandt

Megan Kruskie

Michelle Lazarus

Claudia Krebs

Neil Mehta

Jon Cornwall

Naomi A. Schmalz

JASON MUSSELL

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