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Nicole J. Borges, PhD

Borges, Nicole.jpg

Professor, Neurobiology and Anatomical Sciences
(601) 984-1337
Email: nborges@umc.edu


  • PhD, Counseling Psychology, Indiana State University, 1998
  • MA, Agency Counseling, Indiana State University 1993
  • BA, Psychology, Boston University, 1988
  • Fellow in Clinical Health Psychology, Virginia Commonwealth University School of Medicine, 1998-99
  • Intern in Clinical Psychology, Veteran's Administration Hospital, Danville, Illinois, 1997-98


Dr. Borges has worked in medical education since 1996 and is an active medical education researcher. Dr. Borges’ research interests include personality and medical specialty choice, physician career development, noncognitive factors contributing to student success, team-based learning, medical education, and health topics related to medical education. She reviews for over 20 journals and is the author/co-author of more than 85 peer-reviewed journal articles covering medical education, medical specialty choice, and career development. Dr. Borges is past president for the Society of Directors of Research in  Medical Education (SDRME) and served as Member-At-Large for AAMC Central Group on Educational Affairs (CGEA) from 2011-2014. She served as Chair for Medical Education Scholarship, Research and Evaluation (MESRE) for the AAMC Southern Group on Educational Affairs (SGEA) from 2015-2017 and is currently SGEA Chair. In 2013, she was appointed to the AAMC Careers in Medicine Advisory Board. Dr. Borges also served as public member on the Council on Education for the American Veterinary Medical Association. In recognition of her work with faculty at the Wright State University Boonshoft School of Medicine, she received the Faculty Mentor Award in 2009. She is the 2009 recipient of the Joan F. Giambalvo Memorial Scholarship Award sponsored by the American Medical Association Foundation and the American Medical Association Women Physicians Congress.

Dr. Borges is trained as a health psychologist. She is past chair for the Health Psychology Section of the Society of Counseling Psychology, American Psychological Association. Dr. Borges is a Fellow, Society of Counseling Psychology, American Psychological Association.

Current publications

*In last four years

  • Manuel, R.S., Borges, N.J., Adcock, K., & Smith, J. (in press). Professional Identity and Career Calling Across Medical, Pharmacy and Dental Students. Medical Science Educator.
  • Borges, N.J., & Richard, G. (in press). Using the Delphi Method to Classify Medical Specialties. The Career Development Quarterly.
  • Levine, R.E., Borges, N.J., Roman, B., Carchedi, L., Townsend, M., Cluver, J., Frank, J., Morey, O., Haidet, P., & Thompson, B.M.. (in press). High-stakes Collaborative Testing: Why not? Teaching and Learning in Medicine..
  • Bott, L.M., Duffy, R.D., Borges, N.J., Braun, T., Jordan, K., Marino, J. (in press). Called to Medicine: A Qualitative Study of Physicians’ Experience of Career Calling. The Career Development Quarterly.
  • Krupat, E., Borges, N.J., Brower, R.D., Haidet, P.M., Schroth, W.S., Fleenor, T.J., Uijtdehaage, S. (2017). Development and validation of the Educational Climate Inventory: Measuring students’ perceptions in the pre-clerkship and clerkship settings. Academic Medicine, 92(12), 1757-1764.
  • Craker, N., Binder, S.B., Stolfi, A., Roman, B., & Borges, N.J. (2017). The Influence of Gender on the Medical Student Evaluation of High-Risk Behaviors in an Adolescent Patient. Medical Science Educator, 27:443-446.
  • Swamy, L., Badke, C., Suguness, A., McKeegan, J., Kirkham, K., & Borges, N.J. (2016). Student perceptions of clinical quality and safety. American Journal of Medical Quality, 31(6), 601.
  • Neeley, S., Ulman, C.A., Sydelko, B., & Borges, N.J. (2016). Value of Progress Testing in Undergraduate Medical Education: A Systematic Review of the Literature. Medical Science Educator, 26(4), 617-622.
  • Stoddard, H., & Borges, N.J. (2016). A Typology of Teaching Roles and Relationships for Medical Education. Medical Teacher, 38, 280-285.
  • Bree K., Borges, N.J., Stolfi, A., Fernandes, A. (2015). Implementing “I Don’t Know” Option in Undergraduate Medical Education. Annals of Behavioral Science and Medical Education, 21, 5-6.
  • Jilani, D., Fernandes, A.K., & Borges, N.J. (2015). Pre-Clinical versus Clinical Medical Students’ Attitudes Towards the Poor. Journal of Educational Evaluation in Health Professions, 12:52.
  • Ulman, C.A., Binder, S.B., & Borges, N.J. (2015). Assessment of Medical Students’ Proficiency in Dermatology: Are Medical Students Adequately Prepared to Diagnose and Treat Common Dermatologic Conditions? Journal of Educational Evaluation in Health Professions, 12:18.
  • Thompson, B.M., Haidet, P., Borges, N.J., Carchedi, L.R., Roman, B.J., Townsend, M.H., Butler, A., Swanson, D.B., Anderson, M.P., & Levine, R.E. (2015). Team Cohesiveness, Team Size, and Team Performance in Team-Based Learning Teams. Medical Education, 49, 379-385.
  • Borges, N.J., Thompson, B., Roman, B.J., Townsend, M., Carchedi, L., Cluver, J., Frank, J., Haidet, P.M. & Levine, R.E. (2015). Team Emotional Intelligence, Team Interactions, and Gender in Medical Students during a Psychiatry Clerkship. Academic Psychiatry, 39(6), 661-663.DOI 10.1007/s40596-015-0282-4
  • Zanardelli, G., Sim, W., Borges, N.J., Roman, B. (2015) Well-Being in First-Year Medical Students. Academic Psychiatry, 39(1), 31-36. DOI 10.1007/s40596-014-0189-5.
  • Esparez, S., Binder, S.B., & Borges, N.J. (2014). How Prepared are Medical Students to Diagnose and Manage Common Ocular Conditions? Journal of Educational Evaluation in Health Professions, 11:29.
  • Whitt, R, Toussaint, G., Binder, S.B., & Borges, N.J. (2014). Strengthening Student Communication through Pediatric Standardized Patient Encounters. Journal of Educational Evaluation in Health Professions, 11:21.
  • Trout, M.J., Borges, N.J., & Koles, P. (2014). Modified Peer Instruction Improves Exam Scores in Pharmacology. Medical Education, 48, 1112-1113.
  • Deardorff, A.S., McCormick, C., Moore, J.A., Koles, P.G., & Borges, N.J. (2014). Incentive Structure in Team-Based Learning: Graded vs. Ungraded Group Application Exercises. Journal of Educational Evaluation in Health Professions, 11:6.
  • Goodin, J.B., Duffy, R.D., Borges, N.J., Ulman, C.A., D'Brot, V.M., & Manuel, R.S. (2014). Medical Students with Low Self-efficacy Bolstered by Calling to Medical Specialty. Perspectives on Medical Education, 3, 89-100.
  • Borges, N.J. & Savickas, S. (2014). Work Style Preferences among Medical Specialties. Journal of Vocational Behavior, 84(3), 303-306.