Doris M. Rubio, PhD

  • Director, Institute for Clinical Research Education
  • Assistant Vice Chancellor for Clinical Research Education and Training
  • Professor of Medicine, Biomedical Informatics, Biostatistics, Nursing, and Clinical and Translational Science
  • Director, KL2 Clinical Research Scholars Program
  • Director, Leading Emerging and Diverse Scholars to Success (LEADS)
  • Director, Leading Emerging and Diverse Scholars to Success (LEADS)

Doris M. Rubio, PhD is Professor of Medicine, Biomedical Informatics, Biostatistics, Nursing, and Clinical and Translational Science. She is also Director of the Institute for Clinical Research Education (ICRE). Dr. Rubio has collaborated on numerous research grants across a variety of fields, serving in a leadership role on the majority of these projects. Her research is diverse, and her grants have been funded by multiple institutes and centers at NIH, as well as the National Research Mentoring Network. During her career, she has published more than 70 peer-reviewed articles in well-respected, high-impact journals.

Dr. Rubio focuses much of her current research on diversifying the workforce. She is the director of two federally funded grants that aim to help trainees from diverse backgrounds launch and sustain successful careers in the biomedical sciences. In addition, she has also investigated and published in fields such as psychometrics, structural equation modeling, quality-of-life indicators, alcoholism, and career development.

Outside of work, she enjoys cooking, reading, and spinning.

Education & Training

  • BS, Florida Atlantic University, 1988
  • MS, Florida International University, 1991
  • PhD, Washington University, 1996

Representative Publications

Rubio DM, Hamm Megan E, Mayowski Colleen A, Nouraie Seyed Mehdi, Quarshire Alexander, Seto Todd, Shaheen Magda, de Laurido Lourdes E. Soto, Norman Marie K. Developing a training program to diversify the biomedical research workforce. Academic Medicine. 2019;94(8):1115-1121.

The authors determined four areas in which training and support were needed to diversify the biomedical research workforce: training in the "informal curriculum" (skills not covered in traditional clinical research courses), protected time for research training, opportunities to create career-advancing work products, and networking opportunities. This led to the development of the LEADS (Leading Emerging and Diverse Scientists to Success) program—10 instructor-led online modules.

Abebe KZ, Mayowski CA, Morone NE, Rubio DM, Kapoor WN. Sowing the “CEED”s of a more diverse biomedical workforce. Journal of Clinical and Translational Science. 2019; 3(1):21-26

Using data collected over 10 years, this study quantified the success of the Career Education and Enhancement for Health Care Research Diversity (CEED) program at the University of Pittsburgh Institute for Clinical Research Education.

Norman MK, Mayowski CA, Rubio DM. Lowering the barriers to teaching online. Medical Education. 2018;52(5):569-570.

Applying Everett M. Rogers’s Diffusion of Innovation Theory model effectively lowered the barriers to entry for faculty members learning to create and teach online courses.

Rubio DM, Blank AE, Dozier A, Hites L, Gilliam VA, Hunt J, Rainwater J, Trochim WM. Developing common metrics for the Clinical and Translational Science Awards (CTSAs): lessons learned. Clinical and Translational Science. 2015; 8(5): 451-9.

This paper describes the effort by the Evaluation Key Function Committee to develop and test a methodology for identifying a set of common metrics to assess the efficiency of clinical research processes and for pilot testing processes for collecting and analyzing metrics.

Click here for a more complete bibliography of Dr. Rubio’s works.

Research Interests

  • Diversifying the biomedical research workforce
  • Mentoring
  • Leadership
  • Evaluation