Kelli Qua

Biographic Data

ID7709725
NAMEKelli Qua
GIVEN NAMESKelli
FAMILY NAMEQua
SIGNATUREQUA K
AFFILIATIONSCase Western Reserve University
ORCID0000-0001-9901-9307
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS0
AUTHOR COUNT6
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Twelve tips for translating continuous quality improvement (CQI) into scholarship

    Kelli Qua, Amber Todd et al.ARTICLEMedical Teacher2026

    Continuous quality improvement (CQI) has become an expectation of accreditors across health professions education. As institutions expand their CQI infrastructure, many professionals find themselves generating rich data and insights but lacking guidance on how to approach this work with a scholarly lens. This article offers twelve tips, grounded in Glassick's standards for scholarship, to help medical education leaders and accreditation professio…

  • Demonstrating public health impacts of translational science at the clinical and translational science collaborative (CTSC) of northern Ohio

    Open AccessLixin Zhang, Umut A Gürkan et al.ARTICLEFrontiers in Public Health2025

    The Clinical and Translational Science Award (CTSA) program, funded by the National Center for Advancing Translational Sciences (NCATS), aims to accelerate the translation of research into public health impacts. However, measuring the societal impact of translational research poses challenges due to extended timelines for implementation. This study uses the Translational Science Benefits Model (TSBM) to evaluate the societal impact of CTSA-suppor…

  • Teaching physician advocacy

    Open AccessEllen Hutchinson, Caitlin Bowers et al.ARTICLEMedical Education2025

    Physician advocacy is defined as the use of professional expertise to address socioeconomic factors that affect health.1 In the USA, physician advocacy is recognised as a professional responsibility, and the Accreditation Council for Graduate Medical Education has even adopted competencies for post-graduate education. However, there is no consensus on how to incorporate advocacy training into undergraduate medical education. The Advocacy and Publ…

  • What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study

    Judith Brenner, Tracy B Fulton et al.ARTICLEMedical Teacher2024

    PURPOSE: The purpose of this study was to enrich understanding about the perceived benefits and drawbacks of constructed response short-answer questions (CR-SAQs) in preclerkship assessment using Norcini's criteria for good assessment as a framework. METHODS: This multi-institutional study surveyed students and faculty at three institutions. A survey using Likert scale and open-ended questions was developed to evaluate faculty and student percept…

  • Can Content Experts Rely on Others to Reliably Score Open-Ended Questions on Summative Exams

    Doreen M Olvet, Jeffrey B Bird et al.ARTICLEAcademic Medicine2021

    Purpose: Although the multiple-choice question format is the primary means of assessing medical students’ knowledge, interest in the use of open-ended questions (OEQs) for assessment is growing. 1 Time burden and subjectivity of grading OEQs are cited as concerns. 2,3 Recruitment of graders without content expertise could reduce the time burden of grading. However, it is unclear if rubrics can be reliably used by individuals who are not content e…

  • Youth Enjoy Science Program at the Case Comprehensive Cancer Center

    Kelli Qua, Klara K Papp et al.ARTICLEEthnicity & Disease2020

    The Youth Enjoy Science (YES) Program at the Case Comprehensive Cancer Center is a National Cancer Institute (NCI) R25-funded training grant, designed to increase the pipeline of underrepresented minority (URM) students entering college and pursuing biomedical research and health care careers in the Cleveland Metropolitan and surrounding school districts. The three components of the program include: Learn to Beat Cancer , engaging middle school s…