Thomas J. Van Hoof
MD, EdD, FACMQ
Associate Professor, Schools of Nursing and Medicine
Director of Teaching and Learning, School of Nursing
Director, Certificate in Health Professions Education
Faculty Affiliate, Center for Excellence in Teaching and Learning
P: (860) 486-0575
University of Connecticut
School of Nursing
Storrs Hall, Room 313A
231 Glenbrook Rd. U-4026
Storrs, CT 06269
The use of educational interventions to change clinician behavior and improve patient outcomes
The application of science of learning strategies to health professions education
Further reading: Learning Science Strategies – Five Modules
Dunnack, H., Van Hoof, T. J., Banfi, V., Polifroni, E. C. (in press). A scoping review of distributed practice in nursing education. (Nursing Education Perspectives)
Van Hoof, T. J., Madan, C. R., Sumeracki, M. A. (in press). Science of learning strategy series: Article 2, retrieval practice. Journal of Continuing Education in the Health Professions.
Van Hoof, T. J., Sumeracki, M. A., Madan, C. R. (2021). Science of learning strategy series: Article 1, distributed practice. Journal of Continuing Education in the Health Professions 41(1), 59-62. DOI: 10.1097/CEH.0000000000000315.
Kitto, S., Price, D., Campbell, C., Van Hoof, T., et al. (2020). Definitions of physician certification used in the North American literature: A scoping review. Journal of Continuing Education in the Health Professions 40(3), 147-157.
Van Hoof, T. J., Walsh, S. J., Missal, J., Burkey, D. D. (2019). Findings and critique of an extracurricular program in the science of learning to improve educational outcomes for engineering students. Journal of STEM Education: Innovations and Research 20(2), 32-38. https://www.jstem.org/jstem/index.php/JSTEM/article/view/2419/2137
Chappell, K., Jeong D., ElChamaa, R., Lundmark, V., Kendall-Gallagher, D., Salt, E., Newhouse, R., Johantgen M, Reeves, S., Moore, D., Olson, C., Van Hoof, T., Price, D., Campbell, C., Danilovich, N., Kitto, S. (2019). Constructing a sensitizing definition of certification in nursing for research purposes: A hybrid methodology using consensus-building approach. Journal of Nursing Administration 49(1), 12-18. DOI: 10.1097/NNA.0000000000000701.
Honors and Awards
Nancy Langston Research Award, National League for Nursing, 2021
Fellow, American College of Medical Quality, 2020-present
Teaching Fellow Award, Center for Excellence in Teaching and Learning, University of Connecticut, 2019
Mary Lawrence Research Productivity Award, University of Connecticut School of Nursing, 2014
Health Service Alumni Award, Saint Anselm College, 2013
Excellence Award for Teaching Promise, UConn Chapter, American Association of University Professors, 2013
Friend of Nursing Award, Mu Chapter, Sigma Theta Tau International Honor Society of Nursing, 2013
Star Teacher’s Award, University of Connecticut School of Nursing, 2009
Annual Award for Excellence, Mental Health in Independent School Communities, 2006
Kaiser Permanente Clinical Teacher of the Year Award, University of Connecticut School of Medicine, 1998
Certified in Medical Quality, American Board of Medical Quality, 2012-2028