Sandra L. Yingling

Sandra L. Yingling, PhD

Assistant Professor, Department of Medicine

Keywords
comptency-based medical education, professional identity formation, entrustment, entrustable professional activities, holistic admissions, self-assessment, remediation, clinical skills development, accelerated medical education programs
Summary

My research is primarily focused on effective education for medical students. The broad aim of this work is to identify predictors of key outcomes including readiness for residency. One particular area of interest is the performance of graduates of three-year medical programs since NYU Grossman Long Island School of Medicine is a three-year medical school.

I have collaborated with colleagues across the country to identify best practices in the development and measurement of clinical skills within a competency-based framework.

My background as a research scientist and clinical psychologist has enabled me to provide a unique perspective in exploring professionalism, professional identity development, self-regulated learning, and reflection as a learning tool within medical education.

Phone

516-240-7202

Academic office

NYU Grossman Long Island SOM, 101 Mineola Boulevard

2nd Floor, Office of the Dean

Mineola, NY 11501

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Positions

Assistant Professor, Department of Medicine at NYU Grossman Long Island School of Medicine

Associate Dean, Educational Planning and CQI

Graduate Education

PhD from New York University School of Medicine

Are They Prepared? Comparing Intern Milestone Performance of Accelerated 3-Year and 4-Year Medical Graduates

Santen, Sally A; Yingling, Sandra; Hogan, Sean O; Vitto, Christina M; Traba, Christin M; Strano-Paul, Lisa; Robinson, Alex N; Reboli, Annette C; Leong, Shou Ling; Jones, Betsy G; Gonzalez-Flores, Alicia; Grinnell, Megan E; Dodson, Lisa G; Coe, Catherine L; Cangiarella, Joan; Bruce, Ericka L; Richardson, Judee; Hunsaker, Matthew L; Holmboe, Eric S; Park, Yoon Soo

Academic medicine. 2024 Nov 01; 99(11):1267-1277

Entrustment Decision Making in the Core Entrustable Professional Activities: Results of a Multi-Institutional Study

Brown, David R; Moeller, Jeremy J; Grbic, Douglas; Biskobing, Diane M; Crowe, Ruth; Cutrer, William B; Green, Michael L; Obeso, Vivian T; Wagner, Dianne P; Warren, Jamie B; Yingling, Sandra L; Andriole, Dorothy A

Academic medicine. 2022 Apr 01; 97(4):536-543

Workplace-Based Entrustment Scales for the Core EPAs: A Multisite Comparison of Validity Evidence for Two Proposed Instruments Using Structured Vignettes and Trained Raters

Ryan, Michael S; Khan, Asra R; Park, Yoon Soo; Chastain, Cody; Phillipi, Carrie; Santen, Sally A; Barron, Beth A; Obeso, Vivian; Yingling, Sandra L

Academic medicine. 2022 04 01; 97(4):544-551

Student well-being during dedicated preparation for USMLE Step 1 and COMLEX Level 1 exams

Tackett, Sean; Jeyaraju, Maniraj; Moore, Jesse; Hudder, Alice; Yingling, Sandra; Park, Yoon Soo; Grichanik, Mark

BMC medical education. 2022 Jan 04; 22(1):16

Does a measure of Medical Professional Identity Formation predict communication skills performance?

Kalet, Adina; Ark, Tavinder K; Monson, Verna; Song, Hyuksoon S; Buckvar-Keltz, Lynn; Harnik, Victoria; Yingling, Sandra; Rivera, Rafael; Tewksbury, Linda; Lusk, Penelope; Crowe, Ruth

Patient education & counseling. 2021 Dec; 104(12):3045-3052

The University of Illinois College of Medicine

Clements-Jewery, Hugh; Hanks, Jessica R; Lin, Amy Y; Yingling, Sandra; Curry, Raymond H

Academic medicine. 2020 Sep; 95(9S A Snapshot of Medical Student Ed):S171-S174

Developing an Entrustment Process: Insights from the AAMC CoreEPA Pilot

Moeller, Jeremy J; Warren, Jamie B; Crowe, Ruth M; Wagner, Dianne P; Cutrer, William B; Hyderi, Abbas A; Lupi, Carla S; Obeso, Vivian T; Yingling, Sandra; Andriole, Dorothy A; Brown, David R

Medical science educator. 2020 Mar; 30(1):395-401

Reflection as a Learning Tool in Graduate Medical Education: A Systematic Review

Winkel, Abigail Ford; Yingling, Sandra; Jones, Aubrie-Ann; Nicholson, Joey

Journal of graduate medical education. 2017 Aug; 9(4):430-439

See All Publications (15)