University of Wisconsin–Madison

Sarah Jung, PhD

Assistant Professor

Dr. Sarah Jung obtained her PhD in Educational Psychology in 2014. She is an Assistant Professor in Education Research and Development in the Department of Surgery at the University of Wisconsin-Madison. She is an expert in educational psychology with a focus in Learning Science, the study of how people learn in different contexts. She has studied the incorporation and impact of digital technologies in multiple learning environments. She is currently involved in numerous studies in the areas of undergraduate, graduate, and continuing surgical education. Her background allows her to apply theories of learning to understand how people become expert physicians and how we can support this process to facilitate quality patient care. Her training in assessment as well as quantitative and qualitative research methods allows her to conduct and consult on a variety of research projects in surgical and medical education.

jungs@surgery.wisc.edu
(608) 262-1240

600 HIGHLAND AVE

MADISON, WI 53792-0001

Research Interests

Dr. Jung’s research interests focus on the creation of learner-centered learning environments and recognizing how learners’ perceptions and individual characteristics influence learning in surgery and other areas of medicine. One focus of her work is the study of how individual factors such as self-regulated learning strategies, cognitive processes, and other personal traits are involved in learning within these environments. She also focuses on understanding learning trajectories in competency-based medical education, particularly with regard to facilitating the development of entrustment and expertise in surgical practice. Finally, she is interested in how environments designed to complement the clinical learning experience, such as simulation or online learning systems, can be optimally combined with clinical practice to facilitate knowledge and skill development.

Recent Publications

    • Teaching practicing surgeons what not to do: An analysis of instruction fluidity during a simulation-based continuing medical education course.
    • Godfrey M, Rosser AA, Pugh CM, Shaffer DW, Sachdeva AK, Jung SA
    • Surgery 2019 Jun; 165(6): 1082-1087
    • [PubMed ID: 30876670]
    • Proficiency development for graduating medical students, using skills-level-appropriate mastery learning versus traditional learning for chest tube placement: Assessing anxiety, confidence, and performance.
    • Liepert AE, Velic AJ, Rademacher B, Blumenfeld AA, Bingman E, O'Rourke AP, Sullivan S
    • Surgery 2019 Jun; 165(6): 1075-1081
    • [PubMed ID: 30851948]
    • The surgical consult entrustable professional activity (EPA): Defining competence as a basis for evaluation.
    • Stucke RS, Sorensen M, Rosser A, Sullivan S
    • Am. J. Surg. 2018 Dec 31;
    • [PubMed ID: 30616922]
    • What do you want to know? Operative experience predicts the type of questions practicing surgeons ask during a CME laparoscopic hernia repair course.
    • Godfrey M, Rosser AA, Pugh CM, Sachdeva AK, Sullivan S
    • Am. J. Surg. 2019 Feb; 217(2): 382-386
    • [PubMed ID: 30527925]
    • Examining the Impact of Using the SIMPL Application on Feedback in Surgical Education.
    • Gunderson K, Sullivan S, Warner-Hillard C, Thompson R, Greenberg JA, Foley EF, Jung HS
    • J Surg Educ 2018 Nov; 75(6): e246-e254
    • [PubMed ID: 30213738]

All Publications on PubMed