Win May is a Professor in the Division of Medical Education, Department of Pediatrics, and the Director of the Standardized Patient Program in the Keck School of Medicine. She received her Ph.D. from the University of Southern California, her master's degree in health personnel education from the University of New South Wales, Australia, her master's degree in physiology from the Institute of Medicine, Mandalay and her medical degree from the Institute of Medicine (I), Yangon. She is also certified by Charles J. Wolfe Associates to deliver the Emotional Intelligence Critical Skills for Success Workshop.
She joined USC in May 2000 as an Associate Professor, prior to which she worked for the World Health Organization (WHO) in Geneva, and in New Delhi. She was the founding Dean of the Institute of Nursing in Yangon, Myanmar from 1991-1997, prior to which she was a faculty member at the Institute of Medicine (I), Yangon.
Dr. May teaches in the Introduction to Clinical Medicine (ICM) Program and has been a faculty mentor in the Professionalism and the Practice of Medicine (PPM) course since its inception. She teaches in the distance learning Masters of Academic Medicine program where she used the audio pod-casting kit from the TEL_DL experiments. She also teaches in the Faculty Development fellowships designed for primary care faculty members. She has been involved in curriculum, and faculty development for medical and other health professions faculty in many countries (while working for WHO), and most recently in Korea and Taiwan for standardized patient work. She has also served as an external examiner of doctoral theses for several universities in Australia. She is an active member of the California Consortium for the Assessment of Clinical Competence.
Dr. May’s research areas of interest are in standardized patient feedback, assessment of clinical performance, assessment of communication and interpersonal skills, cultural competence, emotional intelligence, and evidence-based medicine. She is an awardee of the American Medical Association Medical Education Research Consortium planning grant, as the Principal Investigator collaborating with UCI and UCLA to form the Southern California Collaborative. She is a team member of the Educational Environment Measurement Team in a multi-country study to evaluate the effectiveness of the World Health Organization RHL clinically integrated evidence-based medicine course.
As a CET fellow, she would like to contribute to building a bridge between faculty on the Health Sciences campus and University Park campus, through joint workshops or other innovative programs. She is also interested in working with other CET fellows in developing on-line continuing education programs for a variety of professions.
Scholarly Conversations in Medical Education. Acad Med. 2016 Nov; 91(11 Association of American Medical Colleges Learn Serve Lead: Proceedings of the 55th Annual Research in Medical Education Sessions):S1-S9. View in: PubMed
Assessing 3rd year medical students' interprofessional collaborative practice behaviors during a standardized patient encounter: A multi-institutional, cross-sectional study. Med Teach. 2015 Oct; 37(10):915-25. View in: PubMed
A Comparison of Medical Students' Learning Approaches between the First and Fourth Years. South Med J. 2015 Apr; 108(4):207-10. View in: PubMed
Adapting the McMaster-Ottawa scale and developing behavioral anchors for assessing performance in an interprofessional Team Observed Structured Clinical Encounter. Med Educ Online. 2015 Jan; 20(1):26691. View in: PubMed
Adapting the McMaster-Ottawa scale and developing behavioral anchors for assessing performance in an interprofessional Team Observed Structured Clinical Encounter. Med Educ Online. 2015; 20:26691. View in: PubMed
Measurement of perceptions of educational environment in evidence-based medicine. Evid Based Med. 2014 Aug; 19(4):123-31. View in: PubMed
Maintaining empathy in medical education. Med Teach. 2013 Dec; 35(12):977-8. View in: PubMed
Effectiveness of a clinically integrated e-learning course in evidence-based medicine for reproductive health training: a randomized trial. JAMA. 2012 Dec 5; 308(21):2218-25. View in: PubMed
A comparison of two standard-setting approaches in high-stakes clinical performance assessment using generalizability theory. Acad Med. 2012 Aug; 87(8):1077-82. View in: PubMed
The relationship between medical students' learning approaches and performance on a summative high-stakes clinical performance examination. Med Teach. 2012; 34(4):e236-41. View in: PubMed
Effect of educational interventions and medical school policies on medical students' attitudes toward pharmaceutical marketing practices: a multi-institutional study. Acad Med. 2011 Nov; 86(11):1454-62. View in: PubMed
Effect of feedback from standardized patients on medical students' performance and perceptions of the neurological examination. Med Teach. 2011; 33(12):1005-10. View in: PubMed
Assessing patient-centered care: one approach to health disparities education. J Gen Intern Med. 2010 May; 25 Suppl 2:S86-90. View in: PubMed
Shaping professionalism in pre-clinical medical students: Professionalism and the practice of medicine. Med Teach. 2009 Jul; 31(7):e295-302. View in: PubMed
A ten-year review of the literature on the use of standardized patients in teaching and learning: 1996-2005. Med Teach. 2009 Jun; 31(6):487-92. View in: PubMed
Training standardized patients for a high-stakes Clinical Performance Examination in the California Consortium for the Assessment of Clinical Competence. Kaohsiung J Med Sci. 2008 Dec; 24(12):640-5. View in: PubMed
Antibiotics for incomplete abortion. Cochrane Database Syst Rev. 2007; (4):CD001779. View in: PubMed
Academic recognition of educational scholarship. Acad Radiol. 2006 Feb; 13(2):254-7. View in: PubMed