Dr. Tam Dinh | Cross-Cultural Leadership | Best Researcher Award

Dr. Tam Dinh | Cross-Cultural Leadership | Best Researcher Award

University of New Mexico Health Sciences Center, United States

Author Profile

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🎓 Early Academic Pursuits

Dr. Tam Dinh’s academic trajectory is marked by a strong foundation in science and an early dedication to medicine. He began his undergraduate studies at the University of California, Los Angeles, where he earned a Bachelor’s degree in Biochemistry in June 2017. This rigorous academic training laid the biochemical and analytical groundwork essential for his later clinical and research success. Driven by a desire to transition into medicine, he pursued a Post-Baccalaureate Premedical Certificate at the Keck Graduate Institute in California. This experience not only prepared him for medical school admission but also exposed him to the integration of science and industry, particularly during his team project collaboration with Eli Lilly.

His acceptance into the Frank H. Netter MD School of Medicine at Quinnipiac University marked a significant milestone. There, he distinguished himself both academically and through his involvement in scientific research. He graduated in May 2023 with a Doctor of Medicine, recognized with High Distinction in Basic, Translational, and Clinical Science, highlighting his deep commitment to evidence-based medicine and research innovation.

🩺 Professional Endeavors

Dr. Dinh’s clinical training reached a new height when he began his residency in Internal Medicine at the University of New Mexico in June 2023. Immersed in a diverse and underserved patient population in Albuquerque, he has not only deepened his clinical skills but also demonstrated leadership through mentorship and curriculum development. Notably, he is part of a team designing a new night float rotation curriculum, an initiative aimed at improving resident education and patient care during off-hours. He also took on a teaching role as a facilitator in the Internal Medicine Bootcamp’s Mock Paging Program, helping prepare fourth-year medical students for real-life clinical scenarios.

Through these experiences, Dr. Dinh has clearly embraced the dual roles of clinician and educator. His participation in the “Residents as Educators” seminar further emphasizes his intention to remain deeply engaged in teaching throughout his career.

🔬 Contributions and Research Focus

Dr. Dinh’s research portfolio is both diverse and clinically significant. From his early exploration of regulatory intelligence with Eli Lilly to his recent publications on rare diseases and autoimmune disorders, his work spans bench science, epidemiology, and quality improvement. His capstone research focused on the E3 ubiquitin ligase RNF31, where he explored cellular pathways using advanced molecular biology techniques. This project culminated in several poster presentations, including at the American College of Physicians (ACP) Annual Meeting.

Currently, his focus has shifted to autoimmune conditions affecting minority populations, including Statin-Associated Immune-Mediated Necrotizing Myopathy among Hispanic and Native American patients. This project, in collaboration with Dr. Wilmer Sibbitt Jr., is particularly impactful due to its attention to health disparities in underserved communities. Another ongoing quality improvement study with the New Mexico Veteran Affairs Health Care System aims to increase compliance with laboratory monitoring in patients on immunosuppressive therapy—an area of growing importance in managing chronic disease.

🏅 Accolades and Recognition

Throughout his career, Dr. Dinh has been recognized for both his academic excellence and scientific contributions. His publication in Therapeutic Innovation & Regulatory Science underscores his early commitment to improving healthcare delivery through innovation. At multiple stages of his training, he has presented research at high-level academic forums, such as the ACP and Society of Hospital Medicine meetings. His research abstracts have advanced in competitive settings, including the ACP Connecticut Chapter Scientific Meeting, attesting to the quality and relevance of his work.

Additionally, his leadership roles in student government, interest groups, and mentorship programs at Frank H. Netter School of Medicine reveal a consistent pattern of engagement and trust from his peers and faculty.

🌍 Impact and Influence

What sets Dr. Dinh apart is his unwavering focus on education, mentorship, and healthcare equity. As a peer support coach, a mentor in Internal Medicine, and an advocate for mental health among medical students, he has cultivated a culture of support and learning. His ability to balance clinical duties with academic and leadership responsibilities is a testament to his time management, emotional intelligence, and vision.

His clinical case presentations—ranging from Staphylococcus aureus bacteremia to rare congenital disorders—highlight his diagnostic acuity and commitment to lifelong learning. These contributions enhance the medical community’s understanding of complex pathologies and foster a culture of collaborative learning.

🌟 Legacy and Future Contributions

Looking ahead, Dr. Tam Dinh is poised to make lasting contributions to internal medicine, particularly in the realms of academic medicine, quality improvement, and health equity. His work in developing educational curricula, mentoring residents, and researching population-specific autoimmune diseases positions him as a future leader in academic internal medicine. His ability to straddle clinical care, teaching, and research so effectively ensures he will have a multifaceted impact.

With a growing body of peer-reviewed publications, increasing leadership in education reform, and continued commitment to underserved communities, Dr. Dinh’s trajectory suggests a future as a physician-scientist who not only treats illness but also transforms systems of care.

📝Notable Publications

Statin-associated immune-mediated necrotizing myopathy in Hispanic Americans

Author(s): Tam N. Dinh, Sharon E. Nunez, Kristin M. Gonzales, Krystle L. Tapia, Eric B. Garcia, Roderick A. Fields, Maheswari Muruganandam, N. Suzanne Emil, Frank X. O’Sullivan, Wilmer Sibbitt
Journal: Seminars in Arthritis and Rheumatism
Year: 2025

 Improving Compliance Rate of Monitoring Laboratory among Patients on Disease-Modifying Anti-Rheumatic Drugs at the New Mexico Veteran Affairs Health Care System

Author(s): Tam Dinh, Vijayalakshmi Kumar, Sharon Nunez, Micah Guess, Kimberly Reiter
Journal: Quality Improvement Poster Competition at University of New Mexico Hospital
Year: 2025

A Case Report on a Rare Disease: Phosphoglucomutase 3-Congenital Disorder of Glycosylation

Author(s): Tam Dinh, Osman Dokmeci
Journal: American College of Physicians New Mexico Chapter Meeting
Year: 2024

 Sepsis or no Sepsis, a Case of Staphylococcus aureus Bacteriuria and Bacteremia

Author(s): Tam Dinh, Riana Wurzburger
Journal: Society of Hospital Medicine New Mexico Chapter Meeting
Year: 2024

West Nile Virus Infection Complicated by Myocardial Infarction and Guillain-Barre Syndrome

Author(s): Tam Dinh, Daniel Mai, Pooja Viswanath, Ashley Keiler-Green
Journal: American College of Physicians New Mexico Chapter Meeting
Year: 2023

Assist Prof Dr. Elif ALKAR YILDIRIM | Cross-Cultural Leadership

Assist Prof Dr. Elif ALKAR YILDIRIM | Cross-Cultural Leadership

Van Yüzüncü Yıl University, Turkey

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Early Academic Pursuits 🎓

Elif Alkar Yıldırım embarked on her academic journey in Turkish and Social Sciences Education at Süleyman Demirel University. Her undergraduate studies (2005–2009) provided a strong foundation in educational sciences, particularly focusing on elementary and secondary school education. She then pursued postgraduate education at Burdur Mehmet Akif Ersoy University from 2009 to 2017, where she refined her research and pedagogical skills. Her master’s thesis investigated the effects of computer-assisted materials on academic success in social studies education, reflecting her early interest in integrating technology with traditional teaching methods.

Her academic curiosity and dedication led her to a doctorate at Bursa Uludağ University (2018–2022), where she explored the complex interplay of cultural intelligence, intercultural sensitivity, and acculturation among international students. This research showcased her commitment to understanding the diverse cultural dimensions of education, setting the stage for her later work on multicultural education and ethnocentrism in teaching.

Professional Endeavors and Research Focus 📚

Currently serving as an Assistant Professor at Van Yüzüncü Yıl University, she specializes in teacher training and elementary education. Her research spans various dimensions of educational sciences, including teacher training methodologies, multicultural education, and the impact of pedagogical approaches on student learning outcomes.

One of her key research areas is the multicultural personality of pre-service teachers and their ethnocentric tendencies, a study published in the International Journal of Educational Development. Her work in this area is particularly relevant in today’s increasingly globalized education systems, where cultural awareness and adaptability are crucial for educators.

She has also contributed significantly to the critical analysis of textbooks and curriculum design. Her study on 3rd Grade Life Science Textbooks and Activities According to Lipman’s Critical Thinking Theory is a notable example of her focus on improving educational materials to enhance student cognitive development.

Beyond academic publishing, she actively participates in teacher training programs, ensuring that educators are equipped with the necessary skills to foster inclusive and effective learning environments.

Contributions and Scholarly Impact ✍️

Elif Alkar Yıldırım’s scholarly contributions extend beyond theoretical research. Her engagement with teacher training initiatives reflects her dedication to practical educational improvements. By addressing ethnocentrism in education, she provides valuable insights into fostering multicultural awareness among teachers, ensuring that students from diverse backgrounds receive equitable learning experiences.

Her publication in BILIG on cultural geography and ethnogeography further emphasizes her interdisciplinary approach, integrating educational sciences with sociocultural studies. This unique perspective enables her to bridge the gap between education and broader societal issues, such as cultural adaptation and international student experiences.

Her research on digital-assisted learning tools in social studies education also highlights her progressive approach to integrating technology into the classroom. With the increasing reliance on digital resources in education, her findings offer practical guidance on optimizing learning materials to enhance student engagement and academic success.

Accolades and Recognition 🏆

Her work has been recognized in prestigious academic journals indexed in SSCI and SCI-Expanded, underscoring the significance of her research contributions. Publishing in top-tier journals such as the International Journal of Educational Development reflects her influence in the field of educational research.

Her studies on multicultural education and critical thinking in school textbooks position her as a key figure in contemporary educational discourse, particularly in Türkiye, where diverse student populations require adaptive teaching strategies.

Impact, Influence, and Future Contributions 🌍

Her work significantly impacts both academia and practical teacher training. By addressing critical issues such as ethnocentrism and cultural intelligence in education, she provides a roadmap for fostering more inclusive and culturally sensitive teaching environments.

Moving forward, her research will likely continue to explore innovative pedagogical approaches, further bridging the gap between theory and practice in teacher education. Her emphasis on multicultural education is particularly timely, as educational institutions worldwide seek to create more inclusive curricula that prepare students for a globally interconnected world.

Her legacy will be defined by her contributions to teacher training, curriculum development, and multicultural education. Through her research and practical initiatives, she is shaping future generations of educators who are not only academically proficient but also culturally competent and socially aware.

📝Notable Publications

Türkiye’de Göç Üzerine Yapılan Doktora Tezlerine Yönelik Bir İçerik Analizi

Authors: E. Alkar, E. Atasoy

Journal: Tesam Akademi

Year: 2020

Türkçe Literatürde Göç Çalışmalarının Bibliyografyası

Authors: E. Alkar, E. Atasoy

Journal: Akademik Tarih ve Düşünce Dergisi

Year: 2019

Bulgaristan Müslümanlarını Derinden Etkileyen Yeniden Doğuş Sürecinin Geçiş Döneminde Sorgulanması ve Yargılanması

Authors: E. Atasoy, E. Alkar

Journal: Uluslararası Yönetim Akademisi Dergisi

Year: 2018

Ortaokul 6. Sınıf Sosyal Bilgiler Programı Ülkemiz ve Dünya Ünitesinin Bilgisayar Destekli Materyallerle Öğretiminin Öğrencilerin Akademik Başarılarına Etkisi

Author: E. Alkar

Institution: Eğitim Bilimleri Enstitüsü

Year: 2017

4. Sınıf Öğrencilerinin Sosyal Bilgiler Dersindeki Temel Kavramları Anlama Düzeyleri ve Kavram Yanılgıları

Authors: E. Alkar, S.Y. Derin

Journal: Elektronik Sosyal Bilimler Dergisi

Year: 2023