BIOGRAPHICAL SKETCH
NAME: John H. Littlefield
EDUCATION/TRAINING
INSTITUTION/LOCATION
University of Texas at Austin
University of Texas at Austin
University of Texas at Austin
TITLE: Director of Academic Center for
Excellence in Teaching
DEGREE
YEAR(s)
B.A.
B.A.(Honors)
(Honors) 1969 1969
M.A. M.A.
1973 1973
Ph.D. Ph.D.
1975 1975
FIELD OF STUDY
Math 1969
& Psychology
Math & Psychology
Math & Psychology
Educational Educational
Psychology Psychology
Educational Educational
Psychology Psychology
A. Positions and Honors
Positions
Director:
Academic Center for Excellence in Teaching, University of Texas Health Science Center
at San Antonio, 2007 – 2012
Director:
Department of Academic Informatics Services, University of Texas Health Science
Center at San Antonio, 2000 – 2007
Director: Division of Educational Research and Development, Office of Educational
University of Texas Health Science Center at San Antonio, 1981-99
Resources,
Evaluation Specialist: Division of Instructional Development, Office of Educational Resources,
University of Texas Health Science Center at San Antonio, 1976-80
Learning Evaluator: Office of Assistant Dean for Education, Texas Tech University School of
Medicine, 1974-75
Teaching Assistant: Department of Educational Psychology, University of Texas at Austin, 1973-74
Naval Officer: USS White Plains (AFS-4), 1969-71
Honors
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Omicron Kappa Upsilon, National Dental Honor Society, 2011-present
Sigma Phi Alpha, National Dental Hygiene Honor Society, 2009
Editorial Board, Medical Education, 2007-present
Texas Distance Learning Association, Outstanding Commitment to Excellence and Innovation in
Distance Education by an Individual, 2006
American Dental Association Joint Commission on National Dental Examinations, 1997-present
President, Society of Directors of Research in Medical Education, 1997-98
Editorial Board, Advances in Health Science Education, 1995-2007
Editorial Board, Journal of Dental Education, 1991-96
B. Selected peer-reviewed publications and presentations (17 of 117)
1. Littlefield, J.H., Klamen, D., and Talley, B.J. Effectively teaching basic clinical skills when clinical
faculty are a scarce resource. Small Group Discussion presented at the Annual Meeting of the
Association of American Medical Colleges, Washington, D.C., November, 2010.
2. Talley, B.J. & Littlefield, J.H. Efficiently teaching mental status examinations to medical students,
Medical Education, 43, 1100-01, 2009.
3. Sutkin, G., Littlefield, J.H., & Laube, D.W. Nursing staff assessment of resident’s professionalism and
communication skills, Medical Education, 43, 1104, 2009.
4. Pinckard R.N., McMahon, A., Prihoda, T.J., Littlefield, J.H., & Jones, A.C. Short-answer
examinations improve performance in an oral and maxillofacial pathology course, Journal of Dental
Education, 73(8), 950-61, 2009.
5. Littlefield JH, DaRosa DA, and Wathen PI. Integrating meaningful learning activities relevant to
practice-based learning and improvement and systems-based practice into a busy residency
program. Small Group Discussion presented at the Annual Meeting of the Association of American
Medical Colleges, November, 2008.
6. Littlefield, J.H., Simpson, D.E., and DaRosa, D.A. Organizational infrastructure to support
scholarship in education. Small Group Discussion presented at the Annual Meeting of the
Association of American Medical Colleges, Seattle, WA, October, 2006.
7. Pituch, K.A., Lawson, K.A., Wilcox, R.E., Littlefield, J.H., Miller, J.D., and Erickson, C.K. A Multisite
Evaluation of a Communication Skills Workshop for Scientists, Journal of Teaching in the
Addictions, 4(2), 1-22, 2005.
8. Littlefield J.H., DaRosa, D.A., Paukert, J., Williams, R.G., Klamen, D.L., and Schoolfield, J.D.,
Improving Resident Performance Assessment Data: Numeric Precision and Narrative Specificity,
Academic Medicine, 80(5), 489-95, 2005.
9. Wartman, S.A. and Littlefield J.H. Changes in the US medical licensure examination and impact on
US medical schools. Journal Am. Med. Assoc., 294(4), 424-5, 2005.
10. Lawson, K.A., Wilcox, R.E., Littlefield, J.H., Pituch, K.A. and Erickson, C.K., "Educating treatment
professionals about addiction science research: Demographics of knowledge and belief changes."
Substance Use and Misuse, 39, 1237-60, 2004.
11. Paukert J.L., Chumley-Jones H.S., Littlefield J.H. Do peer chart audits improve residents’
performance in providing preventive care? Acad. Med., 78(10), S1-3, 2003.
12. Littlefield, J.H., Demps, E.L., Keiser, K., Chatterjee, L., Yuan, C.H., Hargreaves, K.M. multimedia
patient simulation for teaching and assessing endodontic diagnosis, Journal of Dental Education
67(2), 669-77, 2003.
13. Erickson, C.K., Wilcox, R.E., Miller, G.W., Littlefield, J.H., Lawson, K.A. Effectiveness of addiction
science presentations to treatment professionals, using a modified Solomon study design, Journal of
Drug Education 33(2), 197-216, 2003.
14. Bergen, P.C., Littlefield, J.H., et. al. Identification of high-risk residents, J. Surgical Research, 92(2),
239-244, 2000.
15. LoPrieato, J.O., Foulds, M.F. and Littlefield, J.H. Does a health maintenance curriculum for pediatric
residents improve performance? Pediatrics, 105(4), 966-972, 2000.
16. Littlefield, J.H., Hahn, H.B., and Meyer, A.S. Evaluation of a role-play learning exercise in an
ambulatory clinic setting. Advances Health Science Education, 4(2), 167 173, 1999.
17. Erickson, C.K., Wilcox, R.E., Littlefield, J.H. and Hendricson, W.D. Education of non-scientists about
new alcohol research: Results of two types of presentations plus 6-month follow-up. Alcoholism: Cl.
and Exp.Research, 22(9), 1890-7, 1998.
C. Other information considered essential for evaluation of your qualifications.
For the past 37 years, I have been developing, conducting, and evaluating instructional
programs in health professions education and reporting the results. In previous projects, I
have investigated the impact of instruction on learner outcomes (publications 1, 2, 5, 7, 10, 11,
13, 15, & 17 above). The proposed project with King Saud University will develop brief online
instructional programs followed by interdisciplinary faculty discussions. I will be responsible for
planning the online topics, coordinating production of the online programs and evaluating the
impact of the project on faculty and students. Results of the evaluation will be submitted to a
peer-reviewed journal for publication.