In This Section

A. Laurel Gorman, PhD

Professor, Biomedical Education and Data Science

A. Laurel Gorman
About Me

Research Interests

Medical/Pharmacology Education related to:

  • Simulations, flipped classes, educational games, and active learning techniques.
  • Collaborative learning processes in TBL and CBL
  • Integration and curricula design processes
  • Development of innovative higher order assessments
  • Special interest in analgesia, opioid, substance abuse and geriatric pharmacology educational curricula

Basic science research interests include pain management, opioids, and substance abuse

About

In addition to being a dedicated educator who enjoys perfecting innovative and engaging teaching techniques, Dr. Gorman has successfully mentored many medical students in undergraduate research projects. Several of her students have won national awards for their research projects in medical education.

Education, Training & Credentials

Educational Background

  • PhD, LSU Health Sciences Center, Shreveport, LA

Memberships

  • American Society of Pharmacology and Experimental Division of Pharmacology Education (ASPET DPE)
  • ASPET DPE Academy of Pharmacology Educators
  • International Association of Medical School Educators (IAMSE)
  • American Association of Medical Colleges (AAMC):
    • Group on Educational Affairs (GEA)
    • Southern Group Educational Affairs (SGEA)
    • Women in Medicine and Science (GWIMS)
  • International Union of Basic and Clinical Pharmacology Education Group (IUPHAR ED) Core Concepts in Pharmacology lead research team

Honors & Awards

National Honors/Awards:

  • Appointed by Chair of ASPET DPE to the Executive Committee (served 2015-2022)
  • ASPET DPE Academy of Pharmacology Educators Inductee (2016 for outstanding contributions to pharmacology education)
  • Chair of ASPET DPE (elected 2017, served 2018-2020)
  • Best Medical Education Research abstract winner multiple awards (IMSH 2015; AAMC SGEA 2016; IAMSE 2018; ASPET Blue Ribbon (2019; 2022))
  • ASPET DPE Outstanding Leadership Plaque (2020)
  • Appointed by the NBME to the USMLE Biochemistry and Pharmacology Step 1 an Step 2 assessment development team (2021-2024)
  • ASPET DPE Outstanding Service Award (2022)

University/College Level:

  • NSU Glass Apple for teaching from Physicians Assistants (2006)
  • University of Central Florida College of Medicine (UCF COM) Second-year M2 Golden Apple for exceptional standards in medical school teaching (2013)
  • UCF COM Scholarship of Teaching and Learning (SoTL) Awards (2014; 2022)
  • UCF COM Teaching Incentive Awards for excellence, innovation, teaching dedication (2015; 2020)
  • UCF COM Preclinical Innovative Teaching Award (2018)
  • UCF COM My Captain Professor of the Year M2 Medical Student Award for outstanding teaching and leadership (2020)
Publications

Digital Bibliography

View Digital Bibliography

Additional Publications

 

Gorman, AL. Gros, B, Johnson, T, Cendan, J. Incorporation of autonomic pharmacology into high fidelity simulated cardiopulmonary critical care scenarios improves cardiopulmonary pharmacology assessment performance. The FASEB Journal, 28(1 Supplement):719-3.

 

Gorman, AL. Burkholder, R. Long-term outcomes of pre-clinical HFMS: Emerging third-year medical students retain second-year cardiopulmonary pharmacology taught in high-fidelity simulation six months after the simulation experience. Simulation in Healthcare, 9(6), 412.

 

Gorman, L, Castiglioni, A, Hernandez, C, Asmar, A, Cendan, J, Harris, D. Using preclinical high-fidelity medical simulations to integrate pharmacology and physiology with clinical sciences. Med Sci Educ [Internet]. 2015;25(4):521–32. Available from: http://dx.doi.org/10.1007/s40670-015-0173-z

 

Gorman, L, Carrizosa, J, Balkwill, D. Integrating antimicrobial pharmacology teaching using multidisciplinary faculty and diverse pedagogy across the preclinical curriculum. Med Sci Educ [Internet]. 2016;26(1):13–9. Available from: http://dx.doi.org/10.1007/s40670-015-0183-x

 

Gorman, L, Dangiolo, M. Drug Therapy in Elderly Patients: A Case-based POP’s educational exercise [Internet]. Available from: https://www.aspet.org/Education/The_POPS_System_in_Pharmacology/The_POPS_System_in_Pharmacology/

 

Gorman, L, Berry, A, Dangiolo, M. Fourth Year Medical Students Perceive High Educational Value to Innovative Geriatric Pharmacology Educational Tools Integrated into a Clerkship Elective. The FASEB Journal (2018) 32(1):549.1.

 

Capers, J, Gorman, L. Using a Spiral Curriculum to evaluate the integration of UME analgesic pharmacotherapy education across the Continuum. Med Sci Educ (2019) 28(Suppl 1): 21. https://doi.org/10.1007/s40670-018-00663-4

 

Gorman, L, Berry, A, Dangiolo, M. Integration of Innovative Geriatric Pharmacotherapy Educational Tools into Fourth Year Elective Improves Geriatric Prescribing Knowledge and Competency. Med Sci Educ (2019 28(Suppl 1): 21. https://doi.org/10.1007/s40670-018-00663-4

 

Do, V, Cowan, M, Gorman, L. Comparison of Impact of Topic Organization, Spacing, and Complexity Design on Learning, Engagement, and Preference for Medical Student Pharmacology Trivia Games. The FASEB Journal (2019) 33(1):803.3.

 

Medical Student Perceptions of Integration and Effectiveness of Educational Methods used in Analgesic Pharmacology Curricula. The FASEB Journal 2021; 35(S1).

 

Yitzhak, B, Gorman, L. Second Year Medical Students Perceive In-person Pathophysiology and Pharmacology Case-Based Sessions Promote Learning Themes Better than Zoom Cases. The FASEB Journal 2022; 36(S1). https://doi.org/10.1096/fasebj.2022.36.S1.R4359

Gorman, L. Reflections on COVID: Comparison of Teaching Methods and Outcomes for Virtual vs In-Person Preclinical Integrated Medical School Pharmacology Education. The FASEB Journal 2022; 36(S1).https://doi.org/10.1096/fasebj.2022.36.S1.R4359