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Matthew C. Lineberry, Ph.D.

Matthew  Lineberry portrait
Associate Professor, Population Health

Director, Director of Simulation Research, Assessment, and Outcomes

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



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.

  • 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