Terry D. Stratton, Ph.D.

(University of Kentucky, 1999)

MN103 Medical Science Building
Phone: (859) 323-2785
Fax: (859) 323-2076
e-mail: tdstra00@uky.edu

Dr. Stratton holds an administrative appointment in the College of Medicine, where he oversees activities in the Division of Student Assessment & Program Evaluation. His research interests are focused in the general area of medical education, with emphasis on non-cognitive attributes of students (e.g., emotional intelligence), performance-based assessments of student competencies, evaluation of curricular objectives and faculty instruction, and gender discrimination and sexual harassment within undergraduate curricula. Dr. Stratton is currently involved in efforts to establish: (1) College-wide curricular quality assurance standards, (2) a longitudinal medical student database of non-cognitive measures; and (3) a comprehensive system using faculty peers and professional non-peers to access instructional quality.

2008 Accomplishments

In 2008 as Assistant Dean for Student Assessment & Program Evaluation, Dr. Stratton worked with colleagues to secure initiate implementation of the New Innovations Residency Management Suite – an integrated software package designed to electronically coordinate course and faculty evaluation, procedure and patient tracking, and various other curricular monitoring functions.  He also served on the Assessment, Evaluation, and Metrics Subcommittee (AEMS) – the group responsible for drafting a comprehensive evaluation plan for UK’s proposed Clinical and Translational Science initiative.  With Drs. Mitzi Schumacher, Holly Swanson, and others, Dr. Stratton assisted in the preparation and submission of an NIH research grant titled, “Women Science Faculty: At Risk for Stereotype Threat?.”  His continued research in the areas of non-cognitive factors associated with clinical training and patient care yielded “Changes in Medical Students’ Emotional Intelligence: An Exploratory Study” (Teaching and Learning in Medicine, 20(3): 279-284) – which documented declines in selected aspects of students’ EI and empathy across the trajectory of undergraduate medical training.  Working with the UKCOM Office of Student Affairs, emotional intelligence (MSCEIT™) and personality (NEO PI-R) measures were again administered to incoming students – building this database to nearly 300 respondents.  Dr. Stratton also collaborated with investigators at the Medical University of South Carolina to survey U.S. allopathic medical programs in an effort to document existing interprofessional education (IPE) efforts.  Lastly, with Jennifer McGivern-Snofsky (then a UK doctoral student), Dr. Stratton published “Toward a Sociological Understanding of Complementary and Alternative Medicine Use” (Journal of Alternative and Complementary Medicine, 14(6):777-783) – discussing how sociological theory and constructs can inform the rising popularity of CAM and CAM use.

Research Funding

Evaluator, Complementary and Alternative Medicine Curriculum Project. National Center for Complementary and Alternative Medicine (NCCAM), NIH # 5 R25 AT682-02, 2002-2007.

Representative Publications

Stratton TD, McLaughlin MA, Witte FL, Fosson SE, Nora LM. Students’ Exposure to Gender Discrimination and Sexual Harassment in Medical School: Does it Impact Specialty Choice and Residency Program Selection? Academic Medicine. (In press).

 Stratton TD, Witzke DB, Elam CL, Cheever TR. Learning and Career Preferences of Medical School Applicants. Journal of Vocational Behavior. (In press).

Haist SA, Wilson JF, Pursley HG, Jessup ML, Gibson JS, Kwolek DG, Stratton TD, Griffith CH. (2003). Domestic violence: Increasing knowledge and improving skills with a four-hour workshop using standardized patients. Academic Medicine, 78(10), S24-S26.

Stratton TD, Elam CL, McGrath MG. (2003). A liberal arts education as preparation for medical school: How is it valued? How do graduates perform? Academic Medicine, 78(10). S59-S61.

Elam CL, Sauer MJ, Stratton TD, Skelton J, Crocker D, Musick DW. (2003). Service learning in the medical curriculum: Developing and evaluating an elective experience. Teaching and Learning in Medicine, 15(3), 194-203.

Nora LM, McLaughlin MA., Fosson SE, Stratton TD, Murphy-Spencer A, Fincher ME, German DC, Seiden D, Witzke DB. (2002). Gender discrimination and sexual harassment in medical education: Perspectives Gained from a 14 school study. Academic Medicine, 77(12), 39-47.

Gallagher EB, Wadsworth AL, Stratton TD. (2002). Religion, spirituality, and mental health. Journal of Nervous and Mental Disease, 190, 697-704.

Stratton TD, Witzke DW, Jacob RJ, Sauer MJ, Murphy-Spencer A. (2002). Form effects on students’ ratings of faculty teaching in a multi-instructor setting: The case of monotonic response patterns. Advances in Health Sciences Education, 7(2), 99-116.