Nicole J. Borges, Ph.D.
Assistant Dean, Medical Education Research and Evaluation
290P White Hall, Office of Academic Affairs
Phone: (937) 775-3196
Ph.D., Counseling Psychology, Indiana State University, 1998
M.A., Agency Counseling, Indiana State University, 1993
B.A., Psychology, Boston University, 1988
Fellow in Clinical Health Psychology, Virginia Commonwealth University School of Medicine, 1998-1999
Intern in Clinical Psychology, Veteran's Administration Hospital, Danville, Illinois, 1997-1998
Areas of Interest
Dr. Borges has worked in medical education since 1996 and is an active medical education researcher. Her research interests include personality and medical specialty choice, physician career development, and noncognitive factors contributing to student success. She reviews for over 15 journals and is the author/co-author of more than 60 peer-reviewed journal articles covering medical education, medical specialty choice, and career development. She currently serves as past president for the Society of Directors of Research in Medical Education (SDRME) and Member-At-Large for AAMC Central Group on Educational Affairs (CGEA). In recognition of her work with faculty at the Boonshoft School of Medicine, she received the Faculty Mentor Award in 2009. Dr. Borges is the 2009 recipient of the Joan F. Giambalvo Memorial Scholarship Award sponsored by the American Medical Association Foundation and the American Medical Association Women Physicians Congress.
Dr. Borges is trained as a health psychologist and is licensed in Ohio and Virginia. She is past chair for the Health Psychology Section of Division 17, American Psychological Association.
Borges, N.J., Manuel, R.S., & Duffy, R.D. (2013). Specialty Interests and Career Calling to the Vocation of Medicine among First Year Medical Students. Perspectives on Medical Education, 2, 14-17.
Raque-Bogdan, T., Torrey, C., Lewis, B, & Borges, N.J. (2013). Counseling Health Psychology: Assessing Health Psychology Training within Counseling Psychology Doctoral Programs. The Counseling Psychologist, 41(3), 428-452. DOI 10.1177/0011000012439611.
Backes, K., Borges, N.J., Binder, S.B., & Roman, B. (2013). First Year Medical Student Objective Structured Clinical Exam Performance and Specialty Choice. International Journal Medical Education, 4, 38-40.
Radcliffe, T., Durning, S., Jena, A.B., Grau, T., Artino, A., Arora, V.M., Hauer, K.E., Borges, N.J., Oriol, N., Elnicki, D.M., Fagan, M.J., Harrell, H.E., Torre, D., Prochaska, M., Meltzer, D.O., & Reddy, S. (2012). Post-interview communication between military residency applicants and training programs. Military Medicine, 177, 54-60.
Borges, N.J., Kirkham, K., Deardorff, A.S., & Moore, J.A. (2012). Development of Emotional Intelligence in a Team-Based Learning Internal Medicine Clerkship. Medical Teacher, 34, 802-806.
Nieder, G.L., & Borges, N.J. (2012). An Eight Year Study of Online Lecture Use in a Medical Gross Anatomy and Embryology Course. Anatomical Sciences Education, 5, 311-320.
Jena, A.B., Arora, V.M., Hauer, K., Durning, S., Borges, N.J., Oriol, N., Elnicki, D.M., Fagan, M.J., Harrell, H.E., Torre, D., Prochaska, M., Meltzer, D.O., & Reddy, S. (2012). The Prevalence and Nature of Postinterview Communications between Residency Programs and Applicants during the Match. Academic Medicine.. 87(10), 1434-1442.
Fernandes, A.K., Rodabaugh, H., & Borges, N.J. (2012). Measuring Cognitive Outcomes in a Pre-Clinical Bioethics Course. Perspectives on Medical Education. 1, 92-97.
Morrison, A., Roman, B., & Borges, N.J. (2012). Psychiatry and Emergency Medicine: Attitudes Towards Homeless Persons. Academic Psychiatry. 36, 211-215.
Borges, N.J., Navarro, A.M., & Grover, A. (2012). Women Physicians: Choosing a Career in Academic Medicine. Academic Medicine. 87(1), 105-114.
Duffy, R.D., Manuel, R.S., & Borges, N.J. (2011). Calling, Vocational Development, and Well Being: A Longitudinal Study of Medical Students. Journal of Vocational Behavior, 79, 361-366.
Nieder, G.L., Borges, N.J., & Pearson, J.C. (2011). Medical Student Use of Online Lectures: Exam Performance, Learning Styles, Achievement Motivation, Gender. Medical Science Educator, 21(3), 222-228.
Borges, N.J., & Parmelee, D.X. (2011). Changes in Personality and Learning Styles for First Year Medical Students in a TBL Curriculum. Medical Science Educator, 21(3), 200-202.
White, M.T., Borges, N.J., & Geiger, S. (2011). Professional Identity Development and Specialty Choice: A Survey of Third and Fourth-Year Medical Students. Annals of Behavioral Science and Medical Education, 17(1), 18-23.
Elam, C.L., Borges, N.J., & Manuel, R.S. (2011). Millennial Students’ Perspectives on the Medical School Learning Environment: A Pilot Study from Two Institutions. Medical Science Educator, 21(2), 20-22.
Taber, B.J., Hartung, P.J., & Borges, N.J. (2011). Personality and Values as Predictors of Medical Specialty Choice. Journal of Vocational Behavior, 78, 202-209.
Aultman, J.M., & Borges, N.J. (2011). The Ethics of HIV Testing and Disclosure for Healthcare Professionals: What Do Our Future Doctors Think? Medical Teacher, 33, e50-e56.
Aultman, J.M., & Borges, N.J. (2011). The Ethical and Pedagogical Effects of Modeling “Not-So-Universal” Precautions. Medical Teacher, 33, e43-e49.
Roman, B., Borges, N.J., & Morrison, A. (2011). Teaching Motivational Interviewing Skills to Third-Year Psychiatry Clerkship Students. Academic Psychiatry, 35, 51-53.
Koles, P., Stolfi, A., Borges, N.J., Nelson, S., & Parmelee, D.X. (2010). The Impact of Team-Based Learning on Medical Students’ Academic Performance. Academic Medicine, 85, 1739-1745.
Borges, N.J., & Hartung, P.J. (2010). Stability of Values During Medical School. Medical Teacher, 32, 779-781.
Huggett, K.N., Borges, N.J., Jeffries, W., & Lofgreen, A.S. (2010). Do Audition Electives Improve Competitiveness in the National Residency Matching Program? Annals of Behavioral Sciences and Medical Education, 16, 32-39.
Deardorff, A.S., Moore, J.A., Borges, N.J., & Parmelee, D.X., (2010). Assessing First Year Medical Student Attitudes of Effectiveness of Team-Based Learning. Journal of the International Association of Medical Science Educators, 20, 267-272.
Borges, N.J., Manuel, R.S., Elam, C., & Jones, B.J. (2010). Differences in Motives between Medical School Millennials and Generation Xers. Medical Education, 44, 570-576.
Borges, N.J., Navarro, A.N., Grover, A., & Hoban, D. (2010). Academic medicine careers: A literature review. Academic Medicine, 85, 680-686.
Borges, N.J., Manuel, R.S., Duffy, R.D., Fedyna, D., & Jones, B.J. (2009). Influences on specialty choice for students entering person-oriented and technique-oriented specialties. Medical Teacher, 31, 1086-1088.
Duffy, R.D, Borges, N.J., & Hartung, P.J. (2009). Personality, vocational interests, and work values of medical students. Journal of Career Assessment, 17, 189-200.
Borges, N.J., Stratton, T., Wagner, P. & Elam. C.L. (2009). Emotional intelligence and specialty choice. findings from three empirical studies. Medical Education, 43, 565-572.
Gibson, D.D., & Borges, N.J. (2009). Aligning career expectations with the practice of medicine: Physician satisfaction. Journal of Career Development, 35, 331-351.
Manuel, R.S., Borges, N.J., & Jones, B.J. (2009). Person-oriented versus technique-oriented specialties: Early preferences and eventual choice. Medical Education Online, 14:4, 1-7.
Parmelee, D.X., DeStephen, D., & Borges, N.J. (2009). Medical students’ attitudes about team-based learning in a pre-clinical curriculum. Medical Education Online, 14, 1-7.
Borges, N.J. (2008). Work stress. In F.T.L. Leong (Ed.) Encyclopedia of Counseling. Thousand Oaks, CA: Sage Publications.