Metacognitive Reflection

Affect, Emotions, and Emotional Regulation 

Clinical Reasoning

Educational Theory

Organizational Learning

Systems Theory

Qualitative Research

Mixed-Methods Research

Dr. Jerusalem Merkebu is an Associate Professor in the Department of Health Professions Education (HPE) at the Uniformed Services University of the Health Sciences (USU) School of Medicine. An educational psychologist by training, she earned her PhD from George Mason University with a concentration in Human and Organizational Learning and Development. Dr. Merkebu leverages an interdisciplinary research background and specialized expertise in emotions, emotional regulation, and metacognitive reflection to support diagnostic reasoning. Her scholarly program utilizes qualitative, quantitative, and mixed-methods approaches to investigate how these cognitive and affective processes influence vigilant decision-making, particularly within clinical reasoning. The research she leads has earned significant recognition, including the Health Professions Education Program of Research Award and the prestigious RIME Outstanding Research Award for her scoping review on emotions in medical education and clinical practice, published in Academic Medicine. Her work provides vital, evidence-based insights into how productive reflection can promote optimal physician-patient encounters and professional well-being while avoiding the pitfalls of perseveration.

As a researcher, Dr. Merkebu has secured significant external funding, serving as Principal Investigator on a competitive Society of Directors of Research in Medical Education (SDRME) grant. Additionally, she served as Co-Principal Investigator on an American Association of Colleges of Osteopathic Medicine (AACOM) grant examining affective experiences in osteopathic recognition and an American Educational Research Association (AERA) Division I grant investigating the intersection of empathy and clinical reasoning. This research directly informs her teaching as Course Director for graduate-level foundational and advanced courses in learning and systems theories. In these roles, she challenges master’s and doctoral learners to deconstruct their paradigms through reflective examination, employing experiential models to bridge theoretical frameworks and meaningful professional growth.

Dr. Merkebu’s commitment to mentorship is evidenced by her diverse advising portfolio, guiding HPE students, medical students, and faculty on projects ranging from the mitigation of imposter syndrome to the impact of emotional valence in distracting clinical environments. Her institutional service is equally robust; she currently co-chairs the HPE grants and awards committees and serves on the School of Medicine's Board of Regents and Graduate Student Leadership Awards committees. On a national and international level, Dr. Merkebu serves as an Associate Editor for Advances in Health Sciences Education and on the editorial board for BMC Medical Education. Her service within the American Educational Research Association includes the Division I Membership Committee and the Studying Self-Regulated Learning Awards Committee. Through these collective contributions, Dr. Merkebu continues to advance the field of health professions education.