Monthly Archives: March 2016

Best Practices In Assessment

Assessment: This article discusses excellent ways to ensure the defensibility of assessment methods and outcomes.  Such guidance is increasingly important given the increasing emphasis on competency-based education and assessment.  These 12 tips include aligning assessments to curricula, utilizing standard setting … Continue reading

Posted in Undergraduate Medical Education | Tagged

I Say “Tomato,” You Say “Tomato”: Interpreting The Results Of The FIRST Randomized Controlled Trial On Resident Duty Hours

Resident Duty Hours: In a large national cluster randomized controlled trial (N= 4330 general surgery residents in 117 residency programs), Bilimoria et al report whether strict adherence to the standard ACGME resident duty hour rules versus flexible duty hours, while … Continue reading

Posted in Graduate Medical Education | Tagged ,

The Learning Environment Survey Measures, At Least Partly, The Environment

Learning Environment: In a survey study of end-of-first-year medical students at 38 campuses, the medical school campus explained more than 15% of the variability in the environmental survey scores, whereas student characteristics explained only about 2% of the variability.  What … Continue reading

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How Did They Do That? Interviews Of Female Full Professors

Gender Bias: Authors interviewed 87% of the female full professors at the University of Kansas School of Medicine, asking them for their perspective on how they “made it” to their position and what their advice would be for young women … Continue reading

Posted in Continuing Medical Education, Graduate Medical Education | Tagged