Claudia A. Rosu, MD, PhD, is an Adjunct Assistant Professor in the Department of Health Professions Education. Her area of expertise is survey development, qualitative and mixed-method research methodology, and sociology of health professions education (HPEd). Dr. Rosu is the first author or co-author of six peer-reviewed publications. 

Dr. Rosu is an educational researcher trained as a physician and passionate about employing quantitative, qualitative, and mixed methodologies to assess the effectiveness of educational interventions. Moreover, she applies core concepts at the intersection of sociology and health professions education to understand the professions, organizations, and healthcare providers’ professional socialization process and to inform future directions for the sociological study of health profession education. Examples of her research include developing surveys to assess the hidden curriculum in the care of patients with limited English proficiency, the effectiveness of telesupervision in speech-language pathology, the impact of race on the interpersonal processes of care, or the heterogeneity of healthcare providers’ evaluation of children suspected of multiinflammatory syndrome (MIS-C). Furthermore, she uses qualitative approaches to explore the effectiveness of educational interventions, develop structure or process frameworks for educational interventions, or understand how specific groups of people experience the world (emphasizing HPEd-related topics). She uses advanced statistical methods for validity assessment of existing or newly developed measurement instruments and program evaluation or individual learners’ assessment. 

  • MD, Gr. T. Popa University of Medicine and Pharmacy, Iasi, Romania
  • PhD, Health Policy, University of Maryland Baltimore County, Baltimore, MD

Rosu, C. A., Martens, A. M., Sumner, J., Farkas, E. J., Arya, P., Arauz, A. B., Madhavan, V. L., Chavez, H., Larson, S. D., & Badaki-Makun, O. (2022). Heterogeneity in the evaluation of suspected MIS-C: a cross-sectional vignette-based survey. BMC Pediatrics, 22(1), 1-9.

Shikino, K., Rosu, C. A., Yokokawa, D., Suzuki, S., Hirota, Y., Nishiya, K., & Ikusaka, M. (2021). Flexible e-learning video approach to improve fundus examination skills for medical students: a mixed-methods study. BMC Medical Education, 21(1), 1-9.

Abahuje, E., Bartuska, A., Koch, R., Youngson, G., Ntakiyiruta, G., Williams, W., Dias, R. D., Rosu, C.A., Yule, S., & Riviello, R. (2021). Understanding barriers and facilitators to behavior change after implementation of an interdisciplinary surgical non-technical skills training program in Rwanda. Journal of surgical education, 78(5), 1618-1628. 

Dickinson, B. L., Gibson, K., VanDerKolk, K., Greene, J., Rosu, C. A., Navedo, D. D., Porter-Stransky, K. A., & Graves, L. E. (2020). “It is this very knowledge that makes us doctors”: an applied thematic analysis of how medical students perceive the relevance of biomedical science knowledge to clinical medicine. BMC Medical Education, 20(1), 1-11. 

Green, A. R., Rosu, C.A., Kenison, T., & Nze, C. (2018). Assessing the hidden curriculum for the care of patients with limited English proficiency: An instrument development. Education for Health, 31(1), 17-24. 

Rosu, C. A. (2007). Race and patient perception of interpersonal processes of care: Women diagnosed with breast cancer. VDM Verlag, Dusseldorf, Germany. 

For additional publications, please see Dr. Rosu's Google Scholar page.

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