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.
An Exploration of Residents' Implicit Biases Towards Depression-a Pilot Study J Gen Intern Med. 2018 12; 33(12):2065-2069. . View in PubMed
Internal Medicine Residents' Attitudes Toward Simulated Depressed Cardiac Patients During an Objective Structured Clinical Examination: A Randomized Study J Gen Intern Med. 2018 06; 33(6):886-891. . View in PubMed
Commentary: Racism and Bias in Health Professions Education: How Educators, Faculty Developers, and Researchers Can Make a Difference Acad Med. 2017 11; 92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S1-S6. . View in PubMed
Validity Evidence and Scoring Guidelines for Standardized Patient Encounters and Patient Notes From a Multisite Study of Clinical Performance Examinations in Seven Medical Schools Acad Med. 2017 11; 92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S12-S20. . View in PubMed
Scholarly Conversations in Medical Education Acad Med. 2016 11; 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
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; 20:26691. . 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; 37(10):915-25. . 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 05; 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 Oct 17; (4):CD001779. . View in PubMed
Academic recognition of educational scholarship Acad Radiol. 2006 Feb; 13(2):254-7. . View in PubMed