Mark Quirk, Ed.D.

Academic Role: Professor

Faculty Appointment(s) In:
   Family Medicine and Community Health

Current Positions

Associate Chairman, Department of Family Medicine and Community Health
Director, Clinical Faculty Development Center
Director, Center for Clinical Communication and Performance Outcomes
Assistant Dean for Student Academic Achievement

Education

1976-1982  Ed.D. Clark University, Worcester, MA
1974-1975  M.Ed. Boston College, Chestnut Hill, MA
1970-1974  B.A.  Bates College, Lewiston, ME

Affiliations

FMCH Residency Task Force
American Public Health Association
Society of Behavioral Medicine
American Psychological Association
North American Primary Care Research Group
Society of Teachers of Family Medicine

Scholarly Activity

Faculty Development in Family Medicine  (HRSA)
Arrthur Vining Davis Grant - Physicians' Caring Attitudes

Publications

Bond W, Kuhn G, Binstadt E, Quirk M, Wu T, Tews M, Dev P, Ericsson A.  The use of simulation in the development of individual cognitive expertise in emergency medicine.  Academic Emergency Medicine. In Press.

Quirk M, Mazor KM, Haley H-L, Philbin M, Fischer M, Sullivan K, Hatem D.  How patients perceive a doctor’s caring attitude.  Patient Education and Counseling. 2008. In Press.

Hatem D, Mazor K, Fischer M, Philbin M, Quirk M.  Applying Patient Perspectives on Caring to Curriculum Development.   Patient Education and Counseling. 2008. In Press.

Mazor KM, Haley H-L, Sullivan K, Quirk M.   The Video-based test of communication skills:  Description, development and preliminary findings.   Teach Learn Med. 2007;19:2:162-167.

Sheets KJ, Quirk ME, and Davis AK.  The family medicine curriculum resource report: Implications for faculty development.  Fam Med. 2007; 39(1):50-2.

Quirk M.  Intuition and Metacognition in Medical Education: Keys to Developing Expertise. Springer Publishing Company, New York, NY.  2006.

Starr S, Haley H-L, Mazor KM, Philbin M, Ferguson WJ, Quirk M.   Initial testing of an instrument to measure teacher identity in physicians.   Teach Learn Med. 2006; 18:117-125.

Mazor KM, Fischer MA, Haley H-L, Hatem D, Rogers HJ, Quirk ME.   Factors influencing preceptors' responses to medical errors: A factorial survey.  Acad Med.  2005; 80(10Supp): S88-S92.

Mazor KM, Fischer MA, Haley H-L, Hatem D, Quirk ME.  Teaching and learning around medical errors: Primary care preceptors’ views.  Med Educ.  2005; 39(10):982-990

Mazor KM, Ockene JK, Rogers HJ, Carlin MM, Quirk ME. The relationship between checklist scores on a communication OSCE and analogue patients’ perceptions of communication. Adv Health Sci Educ. 2005; 10:37-51.

Biography

Mark Quirk, EdD, Professor of Family Medicine and Community Health, focuses his current research on doctor-patient communication and teaching and learning in medicine.  His special interests lie in the areas of primary care community-based education and faculty development.  He has served on numerous national taskforces focusing on the development of a national Family Medicine Curriculum and estabishing guidelines for the Future of Faculty Development.  He has consulted with several medical schools, societies and organizations on faculty development and medical education.  He is the 2006 recipient of the Excellence in Education Award from the Society of Teachers of Family Medicine.  Investigations in the areas of teaching and learning in medical school, learning styles among medical students and residents, student evaluation, faculty development, physician communication skills and patient education are among his accomplishments. Dr. Quirk has been involved in numerous clinically related research projects in the areas of HIV/AIDS, physician's caring attitude, MRI and anxiety, smoking cessation, and lifestyle change.  His most recent book is entitled, "Intuition and Metacognition in Medical Education: Keys to Developing Expertise."

Office: A3-232
Phone: 774-442-3013
E-mail: Mark.Quirk@umassmed.edu

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