Rachel Yudkowsky, MD, MHPEProfessor and Director of Graduate Studies Department of Medical Education
Rachel Yudkowsky is Professor and Director of Graduate Studies in the Department of Medical
Education at the University of Illinois at Chicago College of Medicine. She served as Director of
the Dr Allan L and Mary L Graham Clinical Performance Center from 2000-2018, where she
developed standardized patient and simulation-based programs for the instruction and assessment
of students, residents and staff. She also served as Director of the University of Illinois Health
Sciences Simulation Consortium from 2009-2018.
Dr. Yudkowsky received her MD from Northwestern University Medical School in 1979 and is
Board Certified in Psychiatry. She obtained her Master of Health Professions Education (MHPE)
degree from UIC in 2000. She served as medical student psychiatry clerkship director, psychiatry
residency program director, and director of education for the Evanston Hospital Department of
Psychiatry, and as associate director of graduate medical education for the Department of
Psychiatry and Behavioral Sciences of Northwestern University Medical School before joining
the faculty of DME in 1999.
Dr. Yudkowsky served as Chair of the Research and Grants Committee of the Association of
Standardized Patient Educators (ASPE) from 2007-2009. She was the founding co-President of
the Chicago Simulation Consortium (CSC) in 2013, and served as Chair of the CSC Professional
Development Committee from 2015-2017. She served on the Editorial Board of the journal
Simulation in Healthcare from 2008-2017, and as an Associate Editor from 2015-2017. She
received the Outstanding Educator Award from ASPE in 2009, and the Society for Simulation in
Healthcare Standardized Patient SIG Award in 2016. Her book Assessment in Health Professions
Education, co-edited with Steven Downing, was published by Routledge in 2009; the 2nd edition
of the book, co-edited with Yoon Soo Park, was published in 2019.
Areas of research interest include performance assessment using standardized patients and other
simulations, especially for physical exam skills, communication skills, clinical reasoning, and
basic procedural skills; and setting passing standards for performance tests.