Dr. Kim’s areas of interest and expertise are rooted in his background in public health, medical education, and quality improvement. His research focuses on medical education embedded in health systems, including healthcare workforce competencies, organizational behavior, and the integration of public health with primary care. His research utilizes a variety of methodologies, including secondary analysis of large national datasets, concept mapping, and prospective quantitative data. Dr. Kim also brings expertise in measurement and construct development, growth curve analyses, and hierarchical linear modeling. Major current projects include:
• Factors associated with assessment bias for underrepresented minorities and non-U.S. resident physicians training in family medicine and internal medicine: Using a national integrated dataset, this study examines whether assessment biases are observed for underrepresented and non-U.S. citizen resident physicians as measured by standardized national assessments in U.S.-accredited family medicine and internal medicine programs
• Measuring Team Effectiveness for Students Training in Health Systems Science: Examines the measurable factors that enable team effectiveness for medical students training in Health Systems Science
• Residents as Systems Citizens: The Systems-Based Practice Competency for the 21st- Century Health Care System: Examines the fundamental evolutions necessary for the implementation of SBP: the development of residents who, as Systems Citizens, are prepared to contribute to evolving systems of care, and clinical learning environments that are designed to support this development.
• The utility and reliability of quality scores in Graduate Medical Education: Examines the utility and reliability of ambulatory care quality scores for family medicine and internal medicine residents' publicly reported data during their formal training periods
Measuring the development of medical students as social change agents in a service-learning curriculum: Examines the theoretical constructs of critical consciousness and social accountability in measuring social change for a medical school’s service-learning