Dr. Eulho EJ Jung is an Associate Professor in the Department of Health Professions Education at the Uniformed Services University of the Health Sciences, where he also serves as Deputy Director of the Distance Learning Lab. Trained in instructional systems design and the learning sciences, his work examines how clinicians learn, reason, and adapt in complex environments, with a particular focus on clinical reasoning, technology enhanced learning, distance education, and the educational use of generative artificial intelligence.

His scholarship centers on improving professional judgment rather than simply transmitting knowledge. He studies how physicians develop expertise across training and practice and designs instructional approaches that support learning under uncertainty. This includes research on clinical reasoning processes, reflection, cognitive engagement, and the interaction between human decision making and AI supported tools. His work frequently integrates perspectives from education, psychology, and cognitive science to inform medical training.

Dr. Jung develops curricula and faculty development programs that help educators teach reasoning rather than memorization. He has led national and international workshops on AI in medicine, feedback, assessment, and online learning, and he has designed courses on learning theories, survey design, and systems thinking. He also collaborates with clinical faculty to translate learning theory into practical teaching strategies used in classrooms, simulations, and workplace based education.

His publications span medical education, learning sciences, and educational technology, including work on AI supported reflection, instructional design models for clinical reasoning, and educational approaches for uncertain clinical environments. In addition to research and teaching, he serves in editorial roles for multiple academic journals and contributes to faculty development initiatives across institutions.

Across his work, Dr. Jung’s goal is to bridge theory and practice by helping educators and clinicians better understand how learning actually occurs in real professional settings and how educational design can support thoughtful, adaptive expertise in healthcare.

Dr. Jung’s research examines how clinicians learn, reason, and make decisions in complex professional environments. His work focuses on clinical reasoning development, learning under uncertainty, and the relationship between instruction and judgment formation. He is particularly interested in how educational design can support adaptive expertise rather than routine performance.

A major line of his work studies cognitive and metacognitive processes in clinical reasoning, including reflection, intellectual humility, and revision of judgment. This includes investigating how learners interpret evidence, update conclusions, and manage competing hypotheses during patient care and simulation based learning.

He also studies technology enhanced learning in medical education, especially the educational use of generative artificial intelligence. His research explores how AI can support feedback, reflection, and assessment while preserving learner agency and preventing over reliance. Related work examines how clinicians learn to work with AI as a cognitive partner rather than a replacement for reasoning.

Another area of interest is distance and digital learning environments. He investigates instructional design approaches for online and hybrid medical education, focusing on engagement, cognitive load, and meaningful participation in asynchronous learning settings.

Across these areas, his work integrates instructional design, learning sciences, and cognitive psychology to understand how educational environments shape thinking, judgment, and expertise development in healthcare professionals.