Contact Information

Preventive Medicine and Biometrics: Faculty


Uniformed Services University of the Health Sciences
Department of Preventive Medicine and Biometrics
4301 Jones Bridge Road
Bethesda, Maryland 20814-4799
Room A2008
Phone: (301) 295-3693
Email: anthony.artino@usuhs.edu

Curriculum Vitae

Citations on Google Scholar

Articles on PubMed

Anthony R. Artino, Commander, Medical Service Corps, U.S. Navy, Associate Professor, Department of Preventive Medicine and Biometrics

Anthony R. Artino, Jr., PhD, CDR, MSC, USN

Commander, Medical Service Corps, U.S. Navy
Associate Professor

Profile

Anthony R. Artino, Jr., is Associate Professor of Preventive Medicine and Biometrics at the Uniformed Services University of the Health Sciences (USU). He holds a joint appointment in the Department of Medicine. Dr. Artino's doctoral training is in educational psychology, with an emphasis in cognition and instruction. As an Associate Professor, he mentors graduate students and teaches in the Master of Health Administration and Policy (MHAP) and Master of Public Health (MPH) degree programs. In addition to his role as an educator, he is the Principal Investigator (or Associate Investigator) on several funded research projects totaling more than $3.3 million and is the co-Director of the School of Medicine's Long-Term Career Outcome Study. As a researcher, Dr. Artino collaborates with a team of scientists trained in a variety of academic disciplines, including psychology, epidemiology, physiology, medicine, and English. This interdisciplinary team studies various aspects of human motivation, learning, and performance across the medical education continuum and into clinical practice. As part of this program of research, Dr. Artino employs social-cognitive views of motivation, emotion, and self-regulation to better understand how undergraduate medical students, residents, and practicing physicians learn in various contexts. In his most recent work, Dr. Artino and his colleagues have developed and are collecting validity evidence for a theory-driven diagnostic and remediation assessment methodology designed to help struggling medical students develop basic competence in clinical reasoning.

Dr. Artino is an editorial board member of five peer-reviewed journals, including Advances in Health Sciences Education and the Journal of Graduate Medical Education, and he publishes his work in a variety of national and international outlets, including Academic Medicine, Medical Education, Advances in Health Sciences Education, Medical Teacher, Aviation, Space, and Environmental Medicine, and Military Medicine. He has published more than 95 scientific articles and presents regularly at national and international conferences, including annual meetings of the American Educational Research Association, the American Psychological Association, the Association of American Medical Colleges, and the Association for Medical Education in Europe.

Dr. Artino has been honored for his early career contributions with several international awards, including the Arthur Melton Early Career Award from Division 19 (Military Psychology) of the American Psychological Association and the Established Investigator Award from Division I (Education in the Professions) of the American Educational Research Association.

Degrees

  • Ph.D., Educational Psychology, University of Connecticut
  • M.S., Instructional Systems, Florida State University
  • M.S., Physiology, Colorado State University
  • B.S., Biomedical Engineering, Rensselaer Polytechnic Institute

Current Teaching (Graduate Courses)

  • Survey Design, USU
  • Principles of Healthcare Management, USU
  • Seminar in Health Administration and Policy, USU
  • Learning Theories & Instruction, Walden University
  • Distance Learning, Walden University
  • Learning: Its Implications for Education, University of Connecticut

Areas of Expertise

  • Academic Motivation
  • Achievement Emotions
  • Survey Methodology
  • Self-Regulated Learning (SRL)
  • SRL Microanalysis
  • Online Learning
  • Undergraduate Medical Education

Recent Publications

Artino, A. R., Cleary, T. J., Dong, T., Hemmer, P. A, & Durning, S. J. (in press). Exploring clinical reasoning in novices: A self-regulated learning microanalytic approach. Medical Education.

Durning, S. J., Artino, A. R., Holmboe, E., Lipner, R. S., Ratcliffe, T. A., Beckman, T. J., van der Vleuten, C. P. M., & Schuwirth, L. W. T. (in press). How is clinical reasoning developed, maintained, and objectively assessed? Views from expert internists and internal medicine interns. Journal of Continuing Education in the Health Professions.

Artino, A. R. (2013). It's not all in your head: Viewing graduate medical education through the lens of situated cognition. Journal of Graduate Medical Education, 5, 177-179.

Cleary, T. J., Durning, S. J., Hemmer, P. A., Gruppen, L. D., & Artino, A. R. (2013). Self-regulated learning in medical education. In K. Walsh (Ed.), Oxford textbook of medical education (pp. 465-477). Oxford, United Kingdom: Oxford University Press.

Durning, S. J., Artino, A. R., Beckman, T. J., Graner, J., van der Vleuten, C. P. M., Holmboe, E., & Schuwirth, L. W. T. (2013). Does the think-aloud protocol reflect thinking? Exploring functional neuroimaging differences with thinking (answering multiple-choice questions) versus thinking aloud. Medical Teacher, 35, 720-726.

Oravec, G. J.,Artino, A. R., & Hickey, P. W. (2013). Active-duty physicians' perceptions and satisfaction with humanitarian assistance and disaster relief missions: Implications for the field. PLoS ONE, 8(3): e57814. doi:10.1371/journal.pone.0057814

Durning, S. J., Artino, A. R., van der Vleuten, C. P. M., & Schuwirth, L. W. T. (2013). Clarifying assumptions to enhance our understanding and assessment of clinical reasoning. Academic Medicine, 88, 442-448.

Artino, A. R. (2012). Academic self-efficacy: From educational theory to instructional practice. Perspectives on Medical Education, 1, 76-85.

Artino, A. R., Dong, T., DeZee, K. J., Gilliland, W. R., Waechter, D. M., Cruess, D., & Durning, S. J. (2012) Achievement-goal structures and self-regulated learning: Relationships and changes in medical school. Academic Medicine, 87, 1375-1381.

Rickards, G., Magee, C., & Artino, A. R. (2012). You can't fix by analysis what you've spoiled by design: Developing survey instruments and collecting validity evidence. Journal of Graduate Medical Education, 4, 407-410.

Artino, A. R., & Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. Internet and Higher Education, 15, 170-175.

Artino, A. R., Gilliland, W. R., Waechter, D. M., Cruess, D., Calloway, M., & Durning, S. J. (2012). Does self-reported clinical experience predict performance in medical school and internship? Medical Education, 46, 172-178.

Artino, A. R., Dong, T., DeZee, K. J., Gilliland, W. R., Waechter, D. M., Cruess, D., & Durning, S. J. (2012). Development and initial validation of a survey to assess students' self-efficacy in medical school. Military Medicine, 177(Suppl.), 31-37.

Artino, A. R., Hemmer, P. A., & Durning, S. J. (2011). Using self-regulated learning theory to understand the beliefs, emotions, and behaviors of struggling medical students. Academic Medicine, 86, S35-S38.

Artino, A. R., La Rochelle, J. S., & Durning, S. J. (2010). Second-year medical students' motivational beliefs, emotions, and achievement. Medical Education, 44, 1203-1212.