Biography

Heather-Lyn Haley, Ph.D., is a sociologist with a background in medical education, family, and social networks. Her current work focuses on race, power and privilege; reflective practice and cultural competence in medical education. As project manager in the department of Family Medicine and Community Health, Dr. Haley spends much of her time supporting the work of our community-engaged students. She is the founding director of the MLK Semester of Service Student Awards.  Her  publications highlight her community-based research with medical legal partnerships and developing health promotion programs collaboratively with recent refugees from Burma, as well as curriculum development work with colleagues in correctional health and faculty development in primary care.  She has previously published qualitative research on medical student reflection and cultural competence, and numerous methodological papers on the measurement of student, resident and faculty performance during standardized patient encounters. 

Positions Held

• Assistant Professor, Family Medicine and Community Health AND Dept of Medicine

• Project Manager for Community Health, Dept of Family Medicine and Community Health

• Project Manager for Diversity, Representation and Inclusion for Value in Education (DRIVE), Office of Undergraduate Medical Education

• Project Manager for Collaboratory Community Engagement Data Initiative, Office for Community and Government Relations

Affiliations

American Sociological Association
Worcester Women's History Project
Audio Journal

Education

MA in Sociology, University of Massachusetts Amherst 2001
PhD in Sociology, University of MassachusettsAmherst 2003

Scholarly Activity

1. Evaluation of student, resident and faculty programs in population health.
2. Measurement of teacher identity among primary care preceptors
3. Evaluation and understanding of student reflective practice
4. Mentoring relationships within an academic Family Medicine department.

Mentoring:

I am very interested in developing methods for promoting cultural humility and creating the conditions for transformative learning around the topics of race, power and privilege.