Yoon Soo Park, PhD

profile photo of Yoon Soo Park
Adjunct Professor
Health Professions Education

Yoon Soo Park, PhD is Adjunct Professor in the Health Professions Education Program at MGH Institute of Health Professions. He is also the Director of Health Professions Education Research at MGH and Faculty at Harvard Medical School.

Dr. Park’s experiences include both academic and industry settings, with research interests and experiences across multiple disciplines in psychometrics, biostatistics, educational psychology, and medicine. Park’s research agendas have focused on assessment methods in health professions education, advancing the preparation of learners in clinical reasoning and measurement of competencies through validity studies. He has also contributed to psychometric methods, focusing on statistical modeling of educational and psychological processes using latent class models and item response theory models. He has also actively engaged in interdisciplinary research in the social sciences, collaborating with diverse researchers and practitioners across disciplines.

Dr. Park has published over 150 peer-reviewed scientific journal articles. His co-edited book Assessment in Health Professions Education 2nd Edition is widely used as the reference guide for assessment methodology in the field. Dr. Park’s work has been supported through 28 extramurally-funded projects, including the American College of Surgeons (ACS), American Medical Association (AMA), and the National Institutes of Health (NIH). He serves on Editorial Boards of Teaching and Learning in Medicine, Advances in Simulation, Frontiers in Applied Mathematics and Statistics, Frontiers in Psychology, and the Springer Book Series on Innovation and Change in Professional Education. He also serves as Statistical Advisor in the journal BMC Medical Education, Associate Editor in the journal Perspectives on Medical Education, and as Assistant Editor for the journal Academic Medicine.

Dr. Park is Chair of the Research in Medical Education (RIME) committee of the Association of American Medical Colleges (AAMC). He is also Vice President and Member of Council for the American Educational Research Association (AERA), serving Division I: Education in the Professions.


BA, Mathematics and Japanese, Colgate University, Hamilton, NY
MS, Applied Statistics, Columbia University, New York, NY
PhD, Measurement, Evaluation, and Statistics, Columbia University, New York, NY



Park, Y. S., Zar, F. A., & Tekian, A. (2020). Synthesizing and reporting milestones-based learner analytics: Validity evidence from a longitudinal cohort of internal medicine residents. Academic Medicine, 95(4), 599-608.

Park, Y. S., & Xing, K. (2019). Rater model using signal detection theory for latent differential rater functioning. Multivariate Behavioral Research, 54(4), 492-504.  

Park, Y. S., Kamin, C., Son, D., Kim, G., & Yudkowsky, R. (2019). Differences in expectations of passing standards in communication skills for pre-clinical and clinical medical students. Patient Education and Counseling, 102(2), 301-308.

Park, Y. S., Hicks, P. J., Carraccio, C., Margolis, M., & Schwartz, A. (2018). Does incorporating a measure of clinical workload improve workplace-based assessment scores? Insights for measurement precision and longitudinal score growth from ten pediatrics residency programs. Academic Medicine, 93(11S), S21-S29.  

Park, Y. S., Xing, K., & Lee, Y.-S. (2018). Explanatory cognitive diagnostic models: Incorporating latent and observed predictors. Applied Psychological Measurement, 42(5), 376-392.

Park, Y. S., Hyderi, A., Heine, N., May, W., Nevins, A., Lee, M., Bordage, G., & Yudkowsky, R. (2017). Validity evidence and scoring guidelines for standardized patient encounters and patient notes from a multisite study of clinical performance examinations in seven medical schools. Academic Medicine, 92(11S), S12-S20.

Park, Y. S., Lineberry, M., Hyderi, A., Bordage, G., Xing, K., & Yudkowsky, R. (2016). Differential weighting for subcomponent measures of Integrated Clinical Encounter scores based on the USMLE Step-2 CS examination: Effects on composite score reliability and pass-fail decisions. Academic Medicine, 91, S24-S30.  

Park, Y. S., Hyderi, A., Bordage, G., Xing, K., & Yudkowsky, Y. (2016). Inter-rater reliability and generalizability of patient note scores using a scoring rubric based on the USMLE Step-2 CS format. Advances in Health Sciences Education, 21(4), 761-773.  

Park, Y. S., Riddle, J., & Tekian, A. (2014). Validity evidence of resident competency ratings and the identification of problem residents. Medical Education, 48, 614-622.

Park, Y. S., Lineberry, M., Hyderi, A., Bordage, G., Riddle, J., & Yudkowsky, R. (2013). Validity evidence for a patient note scoring rubric based on the new patient note format of the United States Medical Licensing Examination. Academic Medicine, 88(10), 1552-1557.


Curriculum Vitae