Zobrazeno 1 - 10
of 90
pro vyhledávání: '"Jorie M Colbert-Getz"'
Autor:
Steven Rougas, Andrea Berry, S. Beth Bierer, Rebecca D. Blanchard, Anna T. Cianciolo, Jorie M. Colbert-Getz, Heeyoung Han, Kaitlin Lipner, Cayla R. Teal
Publikováno v:
MedEdPORTAL, Vol 18 (2022)
Introduction Literature suggests that the quality and rigor of health professions education (HPE) research can be elevated if the research is anchored in existing theories and frameworks. This critical skill is difficult for novice researchers to mas
Externí odkaz:
https://doaj.org/article/1d0209c1167341ff929b007390f00302
Publikováno v:
MedEdPORTAL, Vol 16 (2020)
Introduction Reviewing elements of a curriculum, such as courses and clerkships in medical school, is an essential part of the quality improvement process. Yet there is a gap in the literature in terms of actual rubrics for evaluating course quality
Externí odkaz:
https://doaj.org/article/5c490fb3f5d04cf6b9e55ba77ca61680
Autor:
Abigail A. Luman, Madison Bagley, Jorie M. Colbert-Getz, Todd Christensen, Janet E. Lindsley, Candace J. Chow
Publikováno v:
Medical Science Educator. 32:1387-1395
Publikováno v:
Academic Medicine. 98:52-56
Using pass/fail (P/F) course grades may motivate students to perform well enough to earn a passing grade, giving them a false sense of competence and not motivating them to remediate deficiencies. The authors explored whether adding a not yet pass (N
Autor:
Karly A. Pippitt, Kathryn B. Moore, Janet E. Lindsley, Paloma F. Cariello, Andrew G. Smith, Tim Formosa, Karen Moser, David A. Morton, Jorie M. Colbert-Getz, Candace J. Chow
Publikováno v:
Medical Science Educator. 32:1045-1054
Assessment for learning has many benefits, but learners will still encounter high-stakes decisions about their performance throughout training. It is unknown if assessment for learning can be promoted with a combination model where scores from some a
Publikováno v:
Journal of Medical Education and Curricular Development, Vol 6 (2019)
Background: Medical schools are increasingly using learning communities (LCs) for clinical skills curriculum delivery despite little research on LCs employed for this purpose. We evaluated an LC model compared with a non-LC model for preclerkship cli
Externí odkaz:
https://doaj.org/article/60b89998e30d438b8ce3fb29515bcafa
Autor:
Peter Gliatto, Jorie M Colbert-Getz, Monica Bhutiani, William B Cutrer, Sharon Edwards, Amy Fleming, Meg Keeley, Lars Osterberg, Michael A Pilla, Kevin Moynahan
Publikováno v:
Journal of Medical Education and Curricular Development, Vol 6 (2019)
Purpose: Many US medical schools have adopted learning communities to provide a framework for advising and teaching functions. Faculty who participate in learning communities often have additional educator roles. Defining potential conflicts of inter
Externí odkaz:
https://doaj.org/article/1cb555a5538f4eba9b0e4962e82c46d2
Autor:
Karen Szauter, Heeyoung Han, Cayla R Teal, S. Beth Bierer, Julie Youm, Jorie M. Colbert-Getz, Elizabeth Bradley, Andrea Berry, Christopher J. Mooney, Bridget C. O’Brien
Publikováno v:
Academic Medicine. 96:S39-S47
Purpose Innovation articles have their own submission category and guidelines in health professions education (HPE) journals, which suggests innovation might be a unique genre of scholarship. Yet, the requirements for innovation submissions vary amon
Autor:
Jorie M. Colbert-Getz, Michael Ryan, Erin Hennessey, Brenessa Lindeman, Brian Pitts, Kim A. Rutherford, Deborah Schwengel, Stephen M. Sozio, Jessica George, Julianna Jung
Publikováno v:
MedEdPORTAL, Vol 13 (2017)
Introduction Prior research has identified seven elements of a good assessment, but the elements have not been operationalized in the form of a rubric to rate assessment utility. It would be valuable for medical educators to have a systematic way to
Externí odkaz:
https://doaj.org/article/f2398a1e723d4927b404ad7c60ad097c
Autor:
Peter M Hannon, Sara Lamb, Rachel Bonnett, Candace J. Chow, Brian Good, Mariah Sakaeda, Marlana Li, Jacob Robson, Jorie M. Colbert-Getz, Tiffany Weber, Ibrahim A. Hammad
Publikováno v:
Medical Science Educator
There are no program evaluation approaches designed for a crisis, such as the COVID-19 pandemic. It is critical to evaluate the educational impact of COVID-19 to keep administrators informed and guide decision-making. The authors used systems thinkin