Affiliation: University of South Florida
Email: joannq@usf.edu

Biography

Dr. Joann Farrell Quinn is an Associate Professor at the University of South Florida (USF) Morsani College of Medicine and the Muma College of Business. She currently serves as the Founding Associate Dean for Faculty Development in the Division of Faculty and Academic Affairs at Morsani College of Medicine, Assistant Vice President for Faculty Development for USF Health, and Director of the Office of Ethics, Leadership, and Professionalism in the Department of Medical Education.

She is also the Founding Academic Director of the Tampa General Hospital–USF People Development Institute (PDI), established in 2021, and formerly served as Director of SELECT Competency Assessment within USF’s SELECT Program (Scholarly Excellence, Leadership Experiences, Collaborative Training).

Dr. Quinn’s academic and professional work centers on emotional and social competencies, leadership development, and professionalism in healthcare and STEMM education. She has been instrumental in integrating emotional intelligence (EI) into medical and professional curricula and is the Founding Convener of the AAMC Southern Group on Educational Affairs (SGEA) Special Interest Group on Innovation and Leadership in Medical Education.

Her research explores emotional intelligence, leadership and professionalism with a particular focus in medicine. Her scholarship includes many peer-reviewed publications. She is co-author of the textbooks Cultivating Leadership in Medicine (2020, 2022) and Leading Self and Others with Emotional Intelligence (2024), and a chapter contributor to the forthcoming Research Handbook on Emotional Intelligence at Work (Edward Elgar, in press).

Dr. Quinn is a past Fellow of the Academy for Professionalism in Healthcare, a current member of the Consortium for Research on Emotional Intelligence in Organizations (CREIO), and an Academic Editor for PLOS ONE. She frequently lectures nationally and internationally on emotional intelligence related topics and leadership.

She has served as Principal Investigator or Co-Investigator on multiple grants from the National Science Foundation (NSF), the American Medical Association (AMA), and the International Association of Medical Science Educators (IAMSE)—including NSF-funded initiatives that developed and validated emotional intelligence assessment tools for STEMM graduate education.

Prior to her academic career, Dr. Quinn worked domestically and internationally in capital markets and investment management, serving as Vice President at Great Companies Investment Management, Equity Trader at Raymond James Financial, and President of the Security Traders Association of Florida. She continues her leadership and team development work through JFQ Consulting, founded in 2007.

Dr. Quinn holds a PhD in Management from the Weatherhead School of Management at Case Western Reserve University, an MBA in Organization and Management from Syracuse University’s Whitman School of Management, and a BA in Political Science from the University of Rochester.
She is a passionate advocate for hope, ethical leadership, and a focus on emotional and social competencies as transformative forces in professional and personal growth—topics that inspire her (eventually) forthcoming book on hope and leadership.

Beyond academia, Dr. Quinn is a lover of great wine and food, wife to Harold (“Q”), mother to their son Ean, and devoted caretaker to four rescue dogs and two cats.

Peer-reviewed Articles

Quinn, JF, & Wilemon, D. (2009). Emotional intelligence as a facilitator of project leader effectiveness. In PICMET'09 Portland International Conference on Management of Engineering & Technology (pp. 1267-1275). IEEE.

Quinn, JF (2015). The affect of vision and compassion upon role factors in physician leadership. Frontiers Psychology 6:442.

Quinn, JF, Perelli, S (2016). First and foremost, physicians: the clinical versus leadership identities of physician leaders, Journal of Health Organization and Management, Vol. 30 Iss. 4.

Hoffe, SE, Quinn, JF, Frakes, J, Dilling, TJ, Saeed, N, Harrison, L. (2017). Emotional-intelligence-centric leadership training for radiation oncologists, Journal of Applied Radiation Oncology, Vol. 6 No. 4, pp 18-22.

Quinn, JF, and Cola, P. (2020), Understanding physician leadership: the mediating effects of positive organizational climate and relational role endorsement, Journal of Business & Industrial Marketing, Vol. 35 No. 10, pp. 1491-1503.

Jacoby, J. L., Smith, A. B., DeWaay, D. J., Barraco, R. D., Greenberg, M. R., Kane, B. G., ... & Quinn, JF. (2021). Developing Emotional Intelligence Through a Longitudinal Leadership Curriculum in UME: Combating the Decline in Medical Student Empathy. Medical Science Educator, 31(1), 29-35.

Song, E. Y., Chuang, J., Frakes, J. M., Dilling, T., Quinn, J. F., Rosenberg, S., ... & Hoffe, S. E. (2021). Developing a Dedicated Leadership Curriculum for Radiation Oncology Residents. Journal of Cancer Education, 37, 1446–1453.

Jacoby, J. L., Cole, J. D., Ruble, M. J., Smith, A. B., Laubach, L. T., Greenberg, M. R., ... & Quinn, J. F. (2022). Measures of burnout and empathy in United States Doctor of Pharmacy students: time for a change? Journal of Pharmacy Practice, 35(6), 940-946.

Jacoby JL, Smith AB, Barraco RD, Greenberg MR, Donoghue EA, Kane BG, Macfarlan JE, Crowley LM, Weaver KR, Quinn JF. (2022) Do incoming residents vary in measures of emotional status even prior to residency training? International Journal of Medical Education 29;13:198-204.

White, Bobbie Ann Adair; Cola, Philip A; Boyatzis, Richard Eleftherios & Quinn, Joann Farrell (2022). Editorial: Emotionally intelligent leadership in medicine. Frontiers in Psychology 13.

White, B. A. A., & Quinn, J. F. (2023). Personal Growth and Emotional Intelligence: Foundational Skills for the Leader. Clinics in Sports Medicine, 42(2), 261-267.

Cole, J. D., Ruble, M. J., Jacoby, J. L., Smith, A. B., Laubach, L. T.., & Quinn, J. F. (Conditional acceptance with revise and resubmit, (2023). Longitudinal Assessment of Empathy and Burnout in a Single Pharmacy Class Cohort. American Journal of Pharmaceutical Education.

Quinn, JF; Khalid, N; Albright, G.  (2023) Validity of a patient communication scale. Frontiers Communication- Health Communication, Volume 8.

Boyatzis, R; Liu, H; Smith, A; Zwygart, K; Quinn, J.  (2024). Competencies of Coaches that Predict Client Behavior Change.  Journal of Applied Behavioral Science. 60(1), 19-49.

Spector, P. E., Howard, D. J., Eisenberg, E. M., Couris, J. D., & Quinn, J. F. (2024). Starting fresh: a mixed method study of follower job satisfaction, trust, and views of their leader’s behavior. Frontiers in Psychology, 15, 1349353.

Korndorffer, M., Dewsnap, M. A., Barry, E. S., Grunberg, N., Musick, D. W., & Quinn, J. F. (2024). Pilot study exploring the presence of leadership curricula in undergraduate medical education. BMJ leader, leader-2023.

White, B. A. A., Dayag, H. V., Barry, E. S., & Quinn, J. F. (2025). Emotionally intelligent themes in medical leaders’ decision-making during COVID-19. BMJ leader, 9(1).

Quinn, J. F., DeWaay, D., Zwygart, K. K., & Smith, A. B. (2024). Entrustable Professional Activities in Medical Education: SELECT Leadership, Values-Based Patient-Centered Care, Health Systems, and Scholarly Excellence. Journal of Regional Medical Campuses, 7(3).

Spector, P. E., Howard, D. J., Eisenberg, E. M., Couris, J. D., & Quinn, J. F. (2025). The Impact of Authentic Leadership Behavior on Employee Trust, Job satisfaction, and Organizational Commitment: An Experimental Evaluation of a Workplace Intervention in a Healthcare Organization. Human Performance, 1-25.

Quinn, J. F., Zwygart, K. K., Smith, A. B., DeWaay, D., Dowdy, M., & Schroeder, R. (2025). Entrustable Professional Activities (EPAs) for Medical Student Leadership Curriculum Across Campuses. Journal of Regional Medical Campuses, 8(2).

Quinn, J. F., Cola, P. A., Cooper, M., Miller, C., & University of South Florida Muma College of Business. (2025). Development of a Survey Tool to Assess Emotional and Social Behavioral Competencies of Science Technology Engineering Math and Medicine (STEMM) graduate students. Plos one, 20(9), e0328308.