A5048592200- Innovations in Medical Education
- Clinical Reasoning and Diagnostic Skills
- Health and Medical Research Impacts
- Medical Education and Admissions
- Simulation-Based Education in Healthcare
- Radiology practices and education
- Health Sciences Research and Education
- Interprofessional Education and Collaboration
- Diversity and Career in Medicine
- Emergency and Acute Care Studies
- Hospital Admissions and Outcomes
- Breast Cancer Treatment Studies
- Artificial Intelligence in Healthcare and Education
- Trauma and Emergency Care Studies
- Biomedical and Engineering Education
- Advances in Oncology and Radiotherapy
- Empathy and Medical Education
- Ultrasound in Clinical Applications
- Patient Safety and Medication Errors
- Global Health and Surgery
- Delphi Technique in Research
- Reflective Practices in Education
- Healthcare Systems and Technology
- Breast Lesions and Carcinomas
- Cardiac Arrest and Resuscitation
Stanford University
2019-2025
Bond University
2024
Toronto Metropolitan University
2024
ORCID
2021-2023
Stanford Medicine
2018-2022
Weyerhauser (Canada)
2021-2022
St. Luke's Hospital
2021
Palo Alto University
2020
Louisiana State University Health Sciences Center New Orleans
2018-2019
Rush University Medical Center
2018-2019
Background: Medical student wellness, including physical health, emotional and levels of perceived stress, appears to decline during training, with students reporting high depression, anxiety, burnout as early the first year medical school. The impact curricular changes on health stress remains unclear, a modified curriculum that compresses training foundational sciences its effect wellness has not been studied. Oregon Health & Science University School Medicine recently instituted unique...
Competency-based medical education (CBME) is an outcomes-based approach to and assessment that focuses on what competencies trainees need learn in order provide effective patient care. Despite this goal of providing quality care, rarely receive measures their clinical performance. This problematic because defining a trainee's learning progression requires measuring Traditional performance (CPMs) are often met with skepticism from given poor individual-level attribution. Resident-sensitive...
Precision medicine is data-driven health care tailored to individual patients based on their unique attributes, including biologic profiles, disease expressions, local environments, and socioeconomic conditions. Emergency (EM) has been peripheral the precision discourse, lacking both a unified definition of clear research agenda. We convened national consensus conference build shared mental model develop agenda for EM.
To establish a research and development agenda for Entrustable Professional Activities (EPAs) the coming decade, authors, all active in this area of investigation, reviewed recent papers, seeking recommendations future research. They pooled their knowledge experience to identify 3 levels potential development: micro level learning teaching; meso institutions, programs, specialty domains; macro regional, national, international dynamics. Within these levels, authors categorized development....
There is an urgent need to capture the outcomes of ongoing global implementation competency-based medical education (CBME). However, measurement downstream following educational innovations, such as CBME fraught with challenges stemming from complexities training, breadth and variability inputs, difficulties attributing specific elements. In this article, we present a logic model for conceptualize impact pathway relating facilitate evaluation. We further identify six strategies mitigate...
Assessment in medical education has evolved through a sequence of eras each centering on distinct views and values.These include measurement (e.g., knowledge exams, objective structured clinical examinations), then judgments workplacebased assessments, entrustable professional activities), most recently systems or programmatic assessment, where over time multiple types sources data are collected combined by competency committees to ensure individual learners ready progress the next stage...
The objective was to review and critically appraise the medical education literature pertaining feedback highlight influential papers that inform our current understanding of role in education.
Competency-based medical education (CBME) requires a criterion-referenced approach to assessment. However, despite best efforts advance CBME, there remains an implicit, and at times, explicit, demand for norm-referencing, particularly the junction of undergraduate (UME) graduate (GME). In this manuscript, authors perform root cause analysis determine underlying reasons continued norm-referencing in context movement toward CBME. The consisted 2 processes: (1) identification potential causes...
As the global transformation of postgraduate medical training continues, there are persistent calls for program evaluation efforts to understand impact and outcomes competency-based education (CBME) implementation. The measurement a complex educational intervention such as CBME is challenging because multifaceted nature activities outcomes. What needed, therefore, an organizational taxonomy both conceptualize categorize multiple In this manuscript we propose that builds on preceding works...
Health care revolves around trust. Patients are often in a position that gives them no other choice than to trust the people taking of them. Educational programs thus have responsibility develop physicians who can be trusted deliver safe and effective care, ultimately making final decision entrust trainees graduate unsupervised practice. Such entrustment decisions deserve scrutinized for their validity. This end-of-training is arguably most important one, although earlier decisions, smaller...
It is essential that medical education (MedEd) fellows achieve desired outcomes prior to graduation. Despite the increase in postgraduate MedEd fellowships emergency medicine (EM), there no consistently applied competency framework. We sought develop entrustable professional activities (EPAs) for EM fellows.
Abstract Purpose Entrustable professional activities (EPAs) are a widely used framework for curriculum and assessment, yet the variability in emergency medicine (EM) training programs mandates development of EPAs that meet needs specialty as whole. This requires eliciting incorporating perspectives multiple stakeholders (i.e., faculty, residents, patients) EPAs. Without shared understanding what resident must be able to do upon graduation, we run risk advancing ill‐prepared residents may...
Precision medicine, sometimes referred to as personalized is rapidly changing the possibilities for how people will engage health care in near future. As technology support precision medicine exponentially develops, there an urgent need proactively improve our understanding of and pose important research questions (RQs) related its inclusion education training future emergency physicians.
Abstract Background Residency program directors (PDs) frequently describe students as unprepared for the patient care responsibilities expected of them upon entry into residency. The Association American Medical Colleges (AAMC) developed Core Entrustable Professional Activities (Core EPAs) to address this concern by defining 13 tasks should be able do with minimal supervision graduation. However, EPAs remain difficult PDs use due their breadth and lack granularity. Methods Using Delphi...
Background As graduate medical education programs implement competency-based (CBME) approaches, many specialties struggle to adopt this paradigm in a way that successfully incorporates the 5 core components of CBME. Objective To develop and CBME within 8 US emergency medicine (EM) residency assess acceptability feasibility. Methods We designed an intervention CBME: (1) outcomes framework; (2) developmental progression; (3) tailored learning experiences; (4) competency-focused instruction or...