Computerized Assessment Professors and Supervisors | ApplySharif

Find Academic Supervisors

Find and connect with academic supervisors, professors, and scholars for your research journey.

Showing 331-345 of 369 supervisors

Profile data may be stale. It is sourced from public faculty pages.

Ahmed AborayaView profile

Clinical Professor

West Virginia UniversityUnited States

Ahmed Aboraya is a Clinical Professor of Psychiatry at West Virginia School of Osteopathic Medicine and an adjunct faculty member in the School of Public Health at West Virginia University. He serves as Chief of Psychiatry at William R. Sharpe Jr. Hospital and Director of the Young Adult Program at WVU. With expertise in chronic mental illness, particularly schizophrenia spectrum and mood disorders, he has followed patients for over 25 years in West Virginia. His academic background includes an MD from Cairo University and a DrPH from Johns Hopkins University. Education: MD, Cairo University, 1977 DrPH, Johns Hopkins University Dr. Aboraya's research focuses on clinical psychopathology assessment. He developed the Standard for Clinicians’ Interview in Psychiatry (SCIP), a measurement-based care (MBC) tool designed for clinical settings. The SCIP project involved an international multisite study across the USA, Canada, and Egypt from 2000 to 2016 with a sample size of 1,044 subjects, making it the largest validity and reliability study of a diagnostic interview in psychiatry. His recent publications include work on computerized psychopathology models, training curricula for psychiatric residencies, and critiques of clinical trial methodologies. Key trends in his publications include Development and validation of diagnostic tools like SCIP Measurement-based care implementation in psychiatry Critical analysis of psychopathology scales (e.g., PANSS) International collaboration in schizophrenia research Research Contributions: Dr. Aboraya’s work addresses the limitations of traditional psychopathology scales and introduces novel frameworks for clinical decision-making. He has collaborated with researchers such as Nasrallah HA, Zheng W, and Nasrallah HA on studies related to psychiatric assessment and training.

Official University Profile

Tom GaleView profile

Clinical Professor

University of PlymouthUnited Kingdom

Tom Gale is a Clinical Professor of Medical Education at the Peninsula Medical School, University of Plymouth, where he serves as Director of Assessment for Medicine and Dentistry and Director of the Collaboration for the Advancement of Medical Education Research and Assessment (CAMERA). He is also Joint Programme Lead for the MSc in Healthcare Improvement and Patient Safety. His work spans medical education, clinical skills, patient safety, and trainee wellbeing, with leadership roles in national and international medical education bodies. Research Interests: His primary research areas include medical and clinical education, healthcare workforce development, patient safety, professional wellbeing, and simulation-based learning. He actively explores stressors in anaesthetic training, assessment methodologies, and the integration of theory and practice in clinical education. The most recent articles highlight a strong focus on trainee wellbeing , assessment innovation , and educational policy . Themes include tolerance of ambiguity in new doctors, adaptive testing, remediation programs, and international comparisons in dental education. His work employs qualitative and mixed methods, often involving stakeholder engagement and realist evaluation. Chair, Recruitment Committee, Royal College of Anaesthetists Executive Board Member, European Board of Medical Assessors Member, Quality & Standards Group, Health Education England Member, Curriculum Review Group, Royal College of Anaesthetists Tom Gale has supervised two PhD students to completion—Thuraya Kattan and Rebecca Baines—and oversaw 13 master’s dissertations. He leads multiple externally funded research projects, including those on remediation, trainee wellbeing, and professional preparedness. He has held key educational leadership roles such as Chair of the BMBS Programme Award Board and Director of Clinical Skills & Simulation. He is actively involved in research labs and collaborative networks, particularly through CAMERA, which fosters innovation in medical education assessment and research. His work aligns with UN Sustainable Development Goals related to quality education and good health.

Official University Profile

Mary F. CwikView profile

Researcher

Johns Hopkins UniversityUnited States

Mary F. Cwik, PhD, MA, is a Senior Scientist at the Johns Hopkins Bloomberg School of Public Health and holds a joint appointment in Psychiatry at the Johns Hopkins School of Medicine. She is affiliated with the Center for American Indian Health and the Department of International Health. Her research focuses on reducing mental health disparities among Native American communities and populations in East Baltimore. PhD, Southern Illinois University, 2005 MA, Southern Illinois University, 2002 BA, Johns Hopkins University, 1995 Dr. Cwik's research centers on suicide prevention, substance misuse, trauma, and culturally informed mental health interventions. Her work emphasizes community-academic partnerships, protective cultural factors, and the development of evidence-based practices tailored to Indigenous contexts. She specializes in mixed methods, randomized controlled trials, and emergency department-based screening and surveillance models. Her recent publications highlight trends in youth suicide prevention, cultural adaptation of mental health measures, and the impact of structural factors on Indigenous health. Key themes include suicide risk screening, community resilience, and the feasibility of trauma-informed care in tribal settings. Governor’s Citation Suicide Prevention in Maryland, 2008 Doctoral Fellowship, 2002–2004 Masters Fellowship, 2001–2002 Polish Heritage Scholarship, 1999–2000 Morris Goldseker Scholarship, 1999–2000 Psi Chi Psychology Honor Society Golden Key National Honor Society Phi Beta Kappa Society Dr. Cwik has served as PI or co-PI on multiple federally funded grants from NIMH, NIH, SAMHSA, and IHS. She has contributed to national initiatives including the APA Committee on Human Research and the Zero Suicide National Implementation Team for American Indians and Alaska Natives. She mentors students and collaborates extensively with tribal communities, particularly the White Mountain Apache Tribe. She leads or co-leads key research initiatives such as the Southwest Hub for American Indian Youth Suicide Prevention Research and the trauma-informed assessment and treatment feasibility study. Her work is implemented through community-based programs and academic partnerships that prioritize cultural relevance and sustainability.

Official University Profile

Bonnie PerdueView profile

Associate Professor

Agnes Scott CollegeUnited States

Bonnie Perdue is an Associate Professor of Psychology and Cognitive Neuroscience at Agnes Scott College, where she also serves as Interim Associate Vice President for Academic Affairs. Her research focuses on comparative cognition, studying cognitive processes across human and nonhuman animals at the Bullock Science Center. Dr. Perdue earned her BS from the University of Georgia, followed by MS and PhD degrees from the Georgia Institute of Technology. Her academic training provides a strong foundation in both psychological theory and rigorous research methodology. Her research program investigates metacognition, self-control, prospective memory, and choice behavior in human and nonhuman animals, with particular emphasis on primates. She also conducts important work on animal welfare and the effectiveness of informal science education in enhancing STEM engagement. Her comparative approach allows for insights into the evolution of cognitive processes across species. Dr. Perdue's publication record shows consistent research productivity across cognitive psychology and comparative cognition. Her work demonstrates expertise in metacognition, prospective memory, and comparative decision-making across diverse species including chimpanzees, capuchin monkeys, and human children, bridging laboratory and zoo-based research. She has been recognized with prestigious fellowships: Fellow of the Psychonomic Society Fellow of the Behavioral Neuroscience and Comparative Psychology Division of the American Psychological Association Dr. Perdue is deeply committed to mentoring undergraduate students, with numerous co-authored publications and conference presentations with students. She also serves the profession through editorial board membership and as an ad-hoc reviewer for peer-reviewed journals. Her advocacy work includes engagement with policymakers on Capitol Hill regarding psychological science. Her research often involves collaborations with colleagues at other institutions and takes place in both laboratory and zoo settings, particularly with primates and other zoo animals. This interdisciplinary approach bridges cognitive psychology, comparative psychology, and animal welfare science.

Official University Profile

Joaquin AngueraView profile

Researcher

University of California, San FranciscoUnited States

Joaquin Anguera is a Researcher at the University of California San Francisco (UCSF) School of Medicine, Department of Neurology, with a strong interdisciplinary research focus at the intersection of cognitive neuroscience, technology development, and clinical applications. His work bridges behavioral neuroscience with mobile health innovations to address cognitive deficits across diverse populations. Anguera's educational background includes a BS in Physiology/Neuroscience from UC San Diego (2000), MS in Kinesiology from California State University Northridge (2004), PhD in Kinesiology from University of Michigan Ann Arbor (2008), followed by postdoctoral training in Neurology (2013) and Psychiatry (2014) at UCSF. His research program centers on characterizing and augmenting cognitive control and skill acquisition using behavioral and neuroimaging technologies. He develops advanced training tools to remediate cognitive deficiencies, as highlighted by his cover story in Nature (2013), and leverages mobile technology for robust cognitive assessment outside laboratory settings, having contributed to the creation of 10 different mobile apps. His work spans healthy young and older adults as well as clinical populations including ADHD, autism, and depression. Analysis of his recent publications reveals a strong trend toward translational applications of cognitive training interventions across diverse domains including cancer survivorship, autism treatment, educational achievement, athletic performance, and dementia rehabilitation. His work consistently applies digital and mobile technologies to assess and improve cognitive function, with increasing emphasis on personalized and adaptive interventions. His scientific recognition includes: UCSF 150th Anniversary 'Young Innovator Awardee' (2014) NIH Loan Repayment Program recipient (2013) UCSF Institutional Research and Career Development Award (2011-2014) Multiple minority supplement awards for underrepresented researchers Dr. Anguera has secured substantial research funding as Principal or Co-Principal Investigator on multiple NIH grants focused on cognitive assessment and training across diverse populations. His projects include developing shared infrastructure for cognitive assessment (R21AG074497), enhancing cognitive control in senior living communities (R21AG058896), computerized interventions for depression (R33MH110509), and mobile health approaches for schizophrenia (R34MH100399). His work demonstrates a clear trajectory from basic cognitive neuroscience to practical, technology-driven clinical applications. His research operates at the intersection of several laboratories and collaborative teams at UCSF, particularly those focused on cognitive neuroscience and digital health interventions. The Nature cover story work and subsequent mobile application development suggest strong connections with both the Gazzaley Lab and clinical departments addressing cognitive disorders across the lifespan.

Official University Profile

Reneh KaramiansView profile

Assistant Professor

The Chicago School of Professional PsychologyUnited States

Reneh Karamians serves as core faculty in the Department of Clinical Psychology at The Chicago School's College of Professional Psychology, Los Angeles campus. He holds a Psy.D. from Pepperdine University and completed specialized training in neuropsychology and rehabilitation psychology. Pepperdine University (M.A. 2007, Psy.D. 2015) Ferrum College (B.A. 2005) His research focuses on neuropsychological assessment and rehabilitation, with expertise in traumatic brain injury, stroke recovery, and virtual reality interventions. He directs two laboratories: one investigating EEG-based malingering detection in neuropsychological testing, and another examining pandemic impacts on personality assessment instruments (MMPI-2, MCMI-IV, PAI). His recent publications reveal strong emphasis on evidence-based rehabilitation techniques, particularly virtual reality applications for stroke recovery and culturally sensitive neurocognitive assessment for Spanish-speaking HIV patients. His work bridges clinical practice with technological innovation in neurorehabilitation. Dr. Karamians maintains an active clinical practice at Downtown Behavioral Neurosciences and Psychology in Los Angeles, where he supervises practicum students in neuropsychology and rehabilitation psychology. His professional activities include membership in the American Psychological Association and Armenian American Mental Health Association, with recent presentations on culture-specific neuropsychological normalization data. His clinical expertise spans stroke neurorehabilitation, gaming/virtual reality technologies for rehabilitation, and instrument development for neuropsychological and athletic assessment.

Official University Profile

Hayley B KristinssonView profile

Assistant Clinical Professor

University of California, IrvineUnited States

Hayley B Kristinsson, PsyD serves as an Assistant Clinical Professor in the Department of Neurology at the University of California, Irvine School of Medicine. Dr. Kristinsson specializes in neuropsychological assessment with particular expertise in developing and validating computerized cognitive testing tools. Her research focuses on creating accessible digital methods for measuring attention, processing speed, and executive function. She has made significant contributions to the field through her work on the 'KeyStrokes' test (KS), which represents an innovative approach to online neuropsychological assessment. Her recent publication demonstrates the KS test's strong internal consistency and valid correlations with established neuropsychological measures including WAIS-IV, Reynolds Interference Task, and trail making tests. The research involved a clinical sample of 87 individuals with a mean age of 54.09 years, revealing that age significantly predicts performance (p Dr. Kristinsson's work bridges clinical neuropsychology with digital health technologies, potentially expanding access to cognitive assessment tools for both research and clinical applications.

Official University Profile

Kim Christian PriemelView profile

Professor

University of OsloNorway

Kim Christian Priemel is a Professor of Contemporary European History at the Faculty of Humanities , University of Oslo. His research spans Legal History , Media History , and Labor History , with particular focus on Holocaust and Genocide Studies and International Law . Priemel has held academic positions at Viadrina University, Humboldt University, and conducted research at institutions including the German Historical Institute in London, Wolfson College (Cambridge), and Harvard's Center for European Studies. Education : University of Freiburg (PhD), University of St Andrews Key teaching : HIS1000 (History Introduction), HIS2319 (Holocaust Studies), MITRA4010 (Transnational History Methods) His publications examine intersections of law , corporate responsibility , and historical methodology , particularly regarding the Nuremberg Trials and Nazi-era economic structures. While his work engages with historiographical theory , he critiques simplistic source authority models and emphasizes methodological self-assurance in historical scholarship. Priemel actively explores how archival dynamics and source hierarchies shape historical narratives, especially in colonial and minority histories . His research also investigates computerization in 20th-century industries and ideational frameworks in historical writing.

Official University Profile

Samantha EhrlichView profile

Researcher

Stockholm UniversitySweden

Samantha Ehrlich is a Researcher and Test developer at the Department of Teaching and Learning , Stockholm University , affiliated with the PRIM research group focused on mathematics assessment and competence evaluation. Her research examines how test question design influences mathematical knowledge assessment, analyzing cognitive demand and difficulty patterns in national/international tests (PISA, TIMSS, Swedish Scholastic Aptitude Test). Current projects include ASSESS (graduate school on educational assessment systems) and optimal calibration of test questions in computerized achievement testing. Workplace: Arrhenius Laboratory, Room E575 , with postal address under the Department of Subject Didactics.

Official University Profile

Jeffrey DouglasView profile

Professor

University of Illinois Urbana-ChampaignUnited States

Jeffrey Douglas is a Professor in the Department of Educational Psychology at the University of Illinois at Urbana-Champaign, with joint appointments in Statistics and Psychology. He serves as Director of the MS Program in Statistics and Co-director of the Educational and Psychological Measurement Lab. Douglas earned his BS in Mathematics and PhD in Statistics from the University of Illinois. His research focuses on Psychometrics , Latent Variable Models , and Multivariate Categorical Data Analysis , developing advanced statistical methods for cognitive diagnosis and educational assessment. His work integrates mathematical modeling with practical applications in educational testing and psychological measurement. Douglas's publications demonstrate consistent focus on cognitive diagnosis modeling, with recent innovations in: Latent class models incorporating response times (2024) Polytomous attribute analysis (2023) IRT learning models (2023) Bayesian estimation techniques (2018) Hidden Markov models for skill acquisition (2018) His methodological contributions span both theoretical statistics and applied educational measurement. Professional recognition includes: Associate Editor for Statistics and Its Interface (since 2007) Associate Editor for Psychometrika (since 2003) Co-directorship of the Educational and Psychological Measurement Lab Douglas leads the Educational and Psychological Measurement Lab, which develops innovative assessment methodologies and statistical models for educational and psychological research. The lab focuses on advancing cognitive diagnosis models and their applications in real-world educational settings.

Official University Profile

Man HungView profile

Professor

University of UtahUnited States

Dr. Man Hung is a Professor in the Division of Public Health within the Department of Family & Preventive Medicine at the University of Utah School of Medicine. She holds additional appointments as a senior psychometrician and research consultant at the Study Design and Biostatistics Center and Huntsman Cancer Institute. Her interdisciplinary affiliations extend to adjunct faculty positions in the College of Education, College of Social Work, and senior scientist roles across multiple colleges including Engineering, Fine Arts, and Science. Dr. Hung's research integrates statistical methodology, psychometrics, and health informatics with a focus on patient-centered outcomes. Her work spans clinical trials, predictive modeling using machine learning, health disparities, and instrument validation. She specializes in: Advanced statistical modeling (structural equation modeling, hierarchical linear modeling) Health informatics applications (data mining, natural language processing) Patient-reported outcome measure development Healthcare economics and policy analysis Her publication portfolio shows strong emphasis on machine learning applications in healthcare, particularly in predicting hospital readmissions, analyzing COVID-19 impacts, and examining social determinants of health. Recent work demonstrates increasing focus on dental public health, artificial intelligence in medicine, and pandemic-related healthcare challenges. Dr. Hung leads multi-institutional collaborations and mentors researchers across disciplines. She directs significant work in computerized adaptive testing methodologies and healthcare data analytics through her affiliations with the Study Design and Biostatistics Center.

Official University Profile

Eric Gon-Chee PoonView profile

Professor

Duke UniversityUnited States

Eric Gon-Chee Poon serves as Professor of Medicine and Professor of Biostatistics and Bioinformatics at Duke University School of Medicine, while concurrently holding the executive position of Chief Health Information Officer for Duke Medicine. He maintains active clinical practice in primary care internal medicine at Duke Primary Care's Durham Medical Center. His educational foundation includes an M.D. from Harvard Medical School (1998), M.P.H. from Harvard University (2003), and clinical training at Brigham and Women's Hospital encompassing Internal Medicine residency (1998-2001) and General Internal Medicine fellowship (2001-2003). Professional appointments include Associate Editor roles for New England Journal of Medicine Catalyst (2024-2025) and Journal of the American Medical Informatics Association (2017-2025). Dr. Poon's research program centers on health information technology applications for quality improvement and patient safety across clinical settings. Early work optimized diagnostic test management through clinical decision support systems and secure patient portals, while hospital-based studies examined computerized physician order entry adoption and barcode medication safety systems. Recent scholarship pivots to artificial intelligence implementation challenges, addressing ethical frameworks, clinician acceptance strategies, and large language model validation in clinical workflows. His 2025 publication in JAMIA analyzing health system AI priorities reflects ongoing leadership in this emerging domain. Analysis of his 2020-2025 publications reveals concentrated expertise in AI deployment barriers, with 70% of recent work focusing on ethical governance, clinician burnout mitigation, and practical implementation frameworks for predictive models. Key themes include adapting social media engagement principles to clinical decision support and developing hybrid assessment methodologies for AI-drafted communications. Scientific Awards: No awards explicitly listed in source materials Dr. Poon's operational leadership as CHIO involves strategic oversight of Duke Medicine's Maestro Care (Epic) EHR optimization, requiring partnership with clinical and administrative stakeholders to align technology solutions with organizational objectives. His research program leverages these operational insights to investigate socio-technical impacts of health IT, though specific grant details remain unreported in available materials. As highlighted in Duke's news feature "Bringing Order to the 'Wild West' of Artificial Intelligence in Medicine," Dr. Poon champions structured approaches to AI adoption, emphasizing ethical deployment frameworks and clinician-centered design principles to navigate healthcare's rapidly evolving technological landscape.

Official University Profile

Alexander YoungView profile

Professor

University of California, Los AngelesUnited States

Dr. Alexander S. Young is a Professor and Interim Chair of the Department of Psychiatry & Biobehavioral Sciences at the David Geffen School of Medicine , University of California, Los Angeles . He serves as Interim Director of the Semel Institute for Neuroscience & Human Behavior and Interim Physician-in-Chief at Resnick Neuropsychiatric Hospital. Dr. Young is board certified in Psychiatry and Clinical Informatics, focusing on community psychiatry , serious mental illness , healthcare quality and value , implementation science , and health informatics . His research emphasizes improving healthcare systems through implementation science, with grants from VA , NIMH , and other funders. Recent work includes internet-based peer-supported systems for diet/exercise, smartphone data utilization in mental health, and housing first programs . His publications span integrated care models , patient-reported outcomes , and digital health interventions for serious mental illness. Dr. Young leads initiatives such as the Patient-Centered Medical Home integration for serious mental illness and mobile sensing technology applications. His work addresses health disparities , technology adoption , and policy reform in mental health services, particularly within VA Healthcare and Los Angeles public systems .

Official University Profile

Gail MyhrView profile

Associate Professor

McGill UniversityCanada

Gail Myhr is an Associate Professor in the Department of Psychiatry within the Faculty of Medicine and Health Sciences at McGill University. She also serves as an Investigator at the Research Institute of the McGill University Health Centre (RI-MUHC) and is affiliated with the Brain Repair and Integrative Neuroscience (BRaIN) Program. Dr. Myhr's research primarily focuses on identifying predictors of successful outcomes in short-term cognitive behavioral therapy (CBT). Her work centers on understanding what personal characteristics and psychological factors determine which clients will benefit most from short-term CBT interventions. At the MUHC CBT Unit, she has pioneered the systematic use of the Suitability for Short-Term Cognitive Therapy interview and rating procedure (Safran et al., 1990), which has refined client selection for short-term CBT to ensure positive client experiences, optimize resource allocation, and enhance training outcomes. Her research examines how pre-treatment factors such as age, personality traits, attachment style, emotional avoidance, interpersonal sensitivity, and somatization tendencies predict treatment outcomes. More recently, Dr. Myhr has initiated projects studying computerized CBT for individuals on waiting lists for services and investigating how training programs affect the administration of CBT by trainees. Analysis of Dr. Myhr's publication record reveals a consistent focus on cognitive behavioral therapy outcomes across various mental health conditions. Her work spans anxiety disorders, depression, and psychosis, with particular attention to identifying predictors of treatment success. Over time, her research has evolved from examining basic predictors to exploring implementation strategies, including computerized delivery methods and training protocols. Dr. Myhr has been actively involved in research examining the cost-effectiveness of CBT and advocating for increased access to evidence-based psychological treatments within the Canadian healthcare system. Her work bridges clinical practice with health policy considerations, demonstrating a commitment to translating research findings into practical applications that improve mental healthcare delivery.

Official University Profile

Aaron KaatView profile

Associate Professor

Northwestern UniversityUnited States

Aaron Kaat is an Associate Professor in the Department of Medical Social Sciences at Northwestern University's Feinberg School of Medicine. His research focuses on neurodevelopmental disorders, patient-reported outcome measures (PROMs), cognitive assessment tools, and psychometrics. He is affiliated with institutions such as the Institute for Innovations in Developmental Sciences, the Center for Patient-Centered Outcomes, and the Northwestern University Clinical and Translational Sciences Institute (NUCATS). Kaat's work involves developing and validating standardized tools like the NIH Baby Toolbox® and Mobile Toolbox for assessing neurodevelopmental domains including executive function, memory, language, motor skills, and social-emotional functioning. His recent publications examine pandemic impacts on early intervention systems, cross-cultural psychometric validation, and clinical trial readiness for rare disorders like SCN2A-related syndromes and Duchenne muscular dystrophy. He employs mixed-methods approaches, simulation studies, and novel psychometric methodologies such as bookmarking and measurement invariance analysis. Research also includes technology-based assessments (iPad, smartphone platforms), caregiver-mediated interventions, and addressing biases in developmental measurements across diverse populations.

Official University Profile