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Matthew C. Lineberry, Ph.D.

Matthew  Lineberry portrait
Associate Professor, Population Health

Director, Director of Simulation Research, Assessment, and Outcomes

mlineberry@kumc.edu

Professional Background

Matt Lineberry, Ph.D. is the Director of Simulation Research, Assessment, and Outcomes for the Zamierowski Institute for Experiential Learning (ZIEL). ZIEL is a unique partnership of the University of Kansas Medical Center and University of Kansas Health System which provides advanced simulation-based health care education to optimize learning and patient outcomes. Dr. Lineberry is also an Associate Professor of Population Health at KUMC.

Matthew holds a Ph.D. in Industrial andamp; Organizational Psychology with an emphasis in Statistical Methods from the University of South Florida (USF), where he was a Presidential Doctoral Fellow. Previously, Matt served as a Research Psychologist for the U.S. Navy’s training systems command and later as Assistant Professor of Medical Education at the University of Illinois at Chicago.

Education and Training
  • BA, Psychology, Truman State University, Kirksville, MO
  • PhD, Industrial & Organizational Psychology, University of South Florida, Tampa, FL

Research

Overview

Dr. Lineberry is focused on optimizing learning and performance in healthcare in several areas:

1. Rethinking how we derive best practices and standards for the performance of healthcare activities, as well as how we design and use systems for assessing and supporting such performance;

2. Understanding and enhancing interprofessional collaboration, both in patient care teams and in health professions education and performance research teams;

3. Understanding and enhancing learning and performance supports that are tailored for individual learners, e.g. supporting enhanced self-regulation of learning and investigating machine-"intelligent" computer-adaptive learning support systems; and

4. Understanding and optimizing simulation-based education broadly.

He and his collaborators' work has been supported with nearly $2 million in grant funding from the generous support of agencies including the National Science Foundation, Department of Defense, and National Board of Medical Examiners.

Publications
  • Lineberry, Matthew. 2020. Assessing Affecting Learning
  • St-Onge, Christina, Lineberry, Matthew. 2020. Simulation for Assessment
  • Lineberry, Matthew, Cook, David., A.. 2020. Statistical Analysis: Getting to Insight through Collaboration and Critical Thinking
  • Lineberry, Matthew. 2020. Validity and Quality
  • Diederich, Emily, Lineberry, Matthew, Blomquist, Michael, Schott, Vanessa, Reilly, Chelsi, Murray, Megan, Nazaran, Pooneh, Rourk, Meghan, Broski, Julie. 2019. Balancing deliberate practice and reflection: A randomized comparison trial of instructional designs for simulation-based training in cardiopulmonary resuscitation skills. Simulation in Healthcare, 14 (3), 175-181
  • Chan, Teresa., M., Van Dewark, Kenneth, Sherbino, Jonathan, Lineberry, Matthew. 2019. Coaching for chaos: a qualitative study of emergent instructional methods for multi-patient management in the emergency department. . Academic Emergency Medicine: Education and Training, 3 (2), 145-155
  • Cook, D., A, Lineberry, M. 2016. Consequences Validity Evidence: Evaluating the Impact of Educational Assessments.. Academic medicine : journal of the Association of American Medical Colleges, 91 (6), 785-95
  • Lineberry, M, Hornos, E, Pleguezuelos, E, Mella, J, Brailovsky, C, Bordage, G. 2019. Experts' responses in script concordance tests: a response process validity investigation.. Medical education
  • Lineberry, M, Dev, P, Lane, H., C, Talbot, T., B. 2018. Learner-Adaptive Educational Technology for Simulation in Healthcare: Foundations and Opportunities.. Simulation in healthcare : journal of the Society for Simulation in Healthcare, 13 (3S Suppl 1), S21-S27
  • Hatala, R, Gutman, J, Lineberry, M, Triola, M, Pusic, M. 2019. How well is each learner learning? Validity investigation of a learning curve-based assessment approach for ECG interpretation.. Advances in health sciences education : theory and practice, 24 (1), 45-63