Laura Weingartner

Research Director, Health Professions Education

University of Louisville School of Medicine

United States

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Laura Weingartner is a Research Director in Health Professions Education at the University of Louisville School of Medicine, USA. Her research primarily focuses on innovative methodologies in medical education, including social annotation in case-based discussions, leadership training for faculty, and enhancing gender-affirming care in clinical settings. Recent publications highlight her investigations into various aspects of clinical learner engagement and diverse representation in medical training.

Articles (13)

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2025

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2025

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2024

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2023

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2022

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2022

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2022

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2022

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2021

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2021

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2021

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2020

Collaborators (3)

Emily J. Noonan

University of Louisville School of Medicine

UNITED STATES

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Susan Sawning

Assistant Professor

University of Louisville School of Medicine

UNITED STATES

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Ryan M. Combs

Associate Professor

University of Louisville School of Public Health and Information Sciences

UNITED STATES

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Laura Weingartner

Research Interests

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Articles (13)

Engaging Clinical Learners Asynchronously With Social Annotation for Case‐Based Discussions

Sexual History-Taking in a Surgery Clerkship Assessment: A Stubborn Clinical Skills Gap With Reproductive Health Care Implications

A Developmental Approach to Mid-Career Faculty Leadership Training at Two Academic Medical Centers

Engaging Premedical Students in Medical Education Research: Benefits of Clinical Skills Observation Studies

Gender Diverse Representation in Patient Simulation: A Scoping Review

Epistemic Peerhood as a Model To Improve Gender-Affirming Care in Medical Education

LGBTQ+ Microaggressions in Health Care: Piloting an Observation Framework in a Standardized Patient Assessment

Improving Medical Student Attitudes Toward Suicide Prevention Through a Patient Safety Planning Clerkship Initiative

Gender-Affirming Care With Transgender and Genderqueer Patients: A Standardized Patient Case

Association between Characteristics of Impostor Phenomenon in Medical Students and Step 1 Performance

Perspectives of Transgender and Genderqueer Standardized Patients

Questioning Aid for Rich, Real-Time Discussion (QARRD): A Tool to Improve Critical Thinking in Clinical Settings

Gender Minorities in Simulation: A Mixed Methods Study of Medical School Standardized Patient Programs in the United States and Canada

Collaborators (3)

Emily J. Noonan

Susan Sawning

Ryan M. Combs

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