Thomas Jefferson University
Sidney Kimmel Medical College
Asano-Gonnella Center for Research in Medical Education & Health Care

Veloski, J. Jon

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J. Jon Veloski,

Contact Mr. Veloski

1015 Walnut Street
Curtis Building, Suite 319
Philadelphia, PA 19107

(215) 955-7901
(215) 923-6939 fax

Medical School

MS, Measurement, Evaluation and Techniques of Research, University of Pennsylvania - 1976
BS, Drexel University - 1970

University Appointment

Managing Director
Asano-Gonnella Center for Research in Medical Education & Health Care

Research and Clinical Interests

As Director of Medical Education Research, Mr. Veloski's primary responsibilities are in student assessment involving clinical simulations, written examinations, standardized patients and performance ratings by faculty. Other responsibilities include technical support for program evaluation of the M.D. curriculum and graduate medical education programs. He serves as Instructor in the Department of Psychiatry and Human Behavior and is a member of the College's Curriculum Committee. 

He is currently studying the relationship between young physicians'' performance on USMLE Step 2 CS and residency program directors'' ratings of their clinical performance with support from the National Board of Medical Examiners. He co-authored a related paper with investigators from the NBME that will be presented at the RIME Conference at the AAMC meeting this year and published in Academic Medicine. He also co-authored a paper examining students'' attitudes toward caring for chronically-ill patients that will be presented at the same meeting and published in Academic Medicine. He will serve on a panel at that meeting discussing the use of board certification data in outcomes assessment. 

He recently worked with other investigators at Jefferson, the University of California at San Francisco and the University of Michigan to study the relationship between students'' unprofessional behavior in medical school and subsequent disciplinary actions by state medical licensing boards. This work was published in The New England Journal of Medicine in December, 2005. 

He also completed a systematic review of the literature on the impact of feedback on physicians'' clinical performance supported by the American Board of Internal Medicine Foundation, which was published in Medical Teacher. He also collaborated with the ABIM Foundation to develop a systematic review on the measurement of professionalism in medicine, which was published in Academic Medicine. 

Mr. Veloski completed his graduate work (ABD) in Measurement and Evaluation at the University of Pennsylvania. Over the past year he has served as a peer-reviewer for six journals. He is a member of the American Statistical Association and the Society of Directors of Research in Medical Education.


Most Recent Peer-Reviewed Publications

  1. Identifying students at risk of failing the USMLE step 2 clinical skills examination
  2. Effects of a brief curricular intervention on medical students' attitudes toward people with disabilities in healthcare settings
  3. Predicting peer nominations among medical students: A social network approach
  4. Medical School Anatomy and Pathology Workshops for High School Students Enhance Learning and Provide Inspiration for Careers in Medicine
  5. Can empathy, other personality attributes, and level of positive social influence in medical school identify potential leaders in medicine?
  6. Standardized Patient Assessment of Medical Student Empathy: Ethnicity and Gender Effects in a Multi-Institutional Study
  7. Identifying potential engaging leaders within medical education: The role of positive influence on peers
  8. Evaluation of the validity of medical students' self-assessments of proficiency in clinical simulations
  9. Equivalence of students' scores on timed and untimed anatomy practical examinations
  10. Physician lifelong learning: Conceptualization, measurement, and correlates in full-time clinicians, academic clinicians, and medical students
  11. Physician lifelong learning: Conceptualization, measurement, and correlates in full-time clinicians and academic clinicians
  12. Development and evaluation of a program to strengthen first year residents' proficiency in leading end-of-life discussions
  13. Evaluation of the use of patient-focused simulation for student assessment in a surgery clerkship
  14. A comparison of medical students' self-reported empathy with simulated patients' assessments of the students' empathy
  15. AM last page. The Jefferson Longitudinal Study of medical education.
  16. Medical students′ self-reported empathy and simulated patients′ assessments of student empathy: An analysis by gender and ethnicity
  17. Physician lifelong learning: Conceptualization, measurement, and correlates in full-time clinicians and academic clinicians
  18. Rebuttals to critics of studies of the decline of empathy
  19. The predictive validity of three versions of the mcat in relation to performance in medical school, residency, and licensing examinations: A longitudinal study of 36 classes of jefferson medical college
  20. Measuring medical students' orientation toward lifelong learning: A psychometric evaluation