Danielle Roussel
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Danielle Roussel, MD

Languages spoken: English

  • Danielle Roussel, MD is a board certified anesthesiologist and Professor (Clinical) in the Department of Anesthesiology. She provides anesthesia for patients undergoing a variety of surgical procedures and has specialized interest in obstetric and neurosurgical anesthesia. Dr. Roussel's academic interests are in undergraduate medical education and particularly clinical reasoning and assessment. She currently serves as the Assistant Dean for Medical Student Assessment where the guiding mission of the assessment program is to ensure trustworthy assessment judgments that motivate student learning, inform advancement in training, and protect patients and the public. Dr. Roussel has previously served as Assistant Dean for Clinical Curriculum, Course Director for the pre-clerkship cardiovascular/pulmonary/renal unit, and Course Director for the pre-clerkship Pharmacology courses. She is highly engaged in undergraduate medical education at the national level and has recently served as the President for the Directors of Clinical Skills Education, co-chair of the WHY Taskforce for the GEA CLASS Project, and member of the AAMC/ACGME/AACOP Foundational Competencies working group. Dr. Roussel's scholarly work centers on clinical skills curricula and medical student assessment and her collaborators include investigators both from within the institution and across the country. Dr. Roussel received her BS in Chemical Engineering, BA in English Literature, and MD degrees from the University of Kansas. She completed her Anesthesiology residency training at the University of Utah.

    Specialties

    • Obstetrical Anesthesia
    • Neuroanesthesia
    • Anesthesiology

    Board Certification

    American Board of Anesthesiology

  • Danielle Roussel, MD is a board certified anesthesiologist and Professor (Clinical) in the Department of Anesthesiology. She provides anesthesia for patients undergoing a variety of surgical procedures and has specialized interest in obstetric and neurosurgical anesthesia. Dr. Roussel's academic interests are in undergraduate medical education and particularly clinical reasoning and assessment. She currently serves as the Assistant Dean for Medical Student Assessment where the guiding mission of the assessment program is to ensure trustworthy assessment judgments that motivate student learning, inform advancement in training, and protect patients and the public. Dr. Roussel has previously served as Assistant Dean for Clinical Curriculum, Course Director for the pre-clerkship cardiovascular/pulmonary/renal unit, and Course Director for the pre-clerkship Pharmacology courses. She is highly engaged in undergraduate medical education at the national level and has recently served as the President for the Directors of Clinical Skills Education, co-chair of the WHY Taskforce for the GEA CLASS Project, and member of the AAMC/ACGME/AACOP Foundational Competencies working group. Dr. Roussel's scholarly work centers on clinical skills curricula and medical student assessment and her collaborators include investigators both from within the institution and across the country. Dr. Roussel received her BS in Chemical Engineering, BA in English Literature, and MD degrees from the University of Kansas. She completed her Anesthesiology residency training at the University of Utah.

    Board Certification and Academic Information

    Academic Departments Anesthesiology -Professor (Clinical)
    Board Certification
    American Board of Anesthesiology

    Education history

    Undergraduate Engineering - University of Kansas B.S.
    Undergraduate English - University of Kansas B.A.
    Professional Medical Medicine - University of Kansas M.D.
    Internship Pediatrics - University of Utah School of Medicine Intern
    Residency Anesthesiology - University of Utah School of Medicine Resident

    Selected Publications

    Journal Article

    1. Jorie M. Colbert-Getz, Katie Lappe, Michael Northrup & Danielle Rousse (2019). To What Degree Are the 13 Entrustable Professional Activities Already Incorporated Into Physicians’ Performance Schemas for Medical Students?    . Teaching and learning in medicine, 31(4), 361-369.
    2. Danielle Roussel, MD Paul R. Gordon, MD, MPH James M Wagner, MD, MSc Michelle Bardack, MD Maya G. Sardesai, MD Jorie M Colbert-Getz, PhD, M (2020). The Learning Community Faculty Experience: How Longitudinal Relationships with Learners Enhance Work Meaning. Perspectives on medical education,
    3. Shanu Gupta, Jennifer M. Jackson, Joel L. Appel, Robin K. Ovitsh, Sandra K. Oza, Roshini Pinto-Powell, Candace J. Chow and Danielle Rousse (2021). Perspectives on the current state of pre-clerkship clinical reasoning instruction in United States medical schools: a survey of clinical skills course directors. Diagnosis, 2021, 1-10.
    4. Ovitsh, R. K., Gupta, S., Kusnoor, A., Jackson, J. M., Roussel, D., Mooney, C. J., Pinto-Powell, R., Appel, J. L., Mhaskar, R., Gold, J (2024). Minding the gap: towards a shared clinical reasoning lexicon across the pre-clerkship/clerkship transition. . Medical education online, 29(1),