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Content Background

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Curriculum Inventory in the Literature

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Anderson, H. S., Gabrielli, W. F., Jr., Paolo, A., & Walling, A. (2017). Independent or integrated? The impact on subject examination scores of changing a neuropsychiatry clerkship to independent clerkships in psychiatry and neurology. Academic Psychiatry, 41(4), 510-512.

Barone, M. A., Bannister, S., & Dudas, R. A. (2017). Interprofessional education in pediatric clerkships: A survey of pediatric educators in North America. Journal of Interprofessional Education and Practice, 6, 61-65.

Bass, E. B., & Chen, B. Y. (2015). Step 1: Problem identification and general needs assessment. Curriculum Development for Medical Education: A Six-Step Approach, Third Edition, 11-28.

Berman, N. B., Durning, S. J., Fischer, M. R., Huwendiek, S., & Triola, M. M. (2016). The role for virtual patients in the future of medical education. Academic Medicine, 91(9), 1217-1222. 

Blanco, M. A., Capello, C. F., Dorsch, J. L., Perry, G. J., & Zanetti, M. L. (2014). A survey study of evidence-based medicine training in US and Canadian medical schools. Journal of the Medical Library Association, 102(3), 160-168. 

Brashers, V., Erickson, J. M., Blackhall, L., Owen, J. A., Thomas, S. M., & Conaway, M. R. (2016). Measuring the impact of clinically relevant interprofessional education on undergraduate medical and nursing student competencies: A longitudinal mixed methods approach. Journal of Interprofessional Care, 30(4), 448-457. 

Bray, B. S., Remsberg, C. M., Robinson, J. D., Wright, S. K., Muller, S. J., Maclean, L. G., & Pollack, G. M. (2017). Implementation and preliminary evaluation of an honours-satisfactory-fail competency-based assessment model in a doctor of pharmacy programme. Pharmacy Education, 17(1), 143-153.

Carter, W. J. (2016). Medicine clerkship implementation in a hospitalist group: Curricular innovation and review. Ochsner Journal, 16(1), 56-61.

Davis, J., Faust, T., Tajani, A., Bates, A., Jarriel, J., Au, A., & Matthew Fields, J. (2017). A randomized study of training with large versus small vessel size on successful ultrasound-guided peripheral venous access. Journal of Vascular Access, 18(2), 163-166.

Eckhert, N. L. (2014). Interprofessional education (ipe): The next chapter in health professions education. Health and Disease: Curriculum for the 21st Century Medical Students, 91-103.

Eliot, K., Breitbach, A., Wilson, M., & Chushak, M. (2017). Institutional readiness for interprofessional education among nutrition and dietetics and athletic training education programs. Journal of Allied Health, 46(2), 94-103.

Ellaway, R. H., Albright, S., Smothers, V., Cameron, T., & Willett, T. (2014). Curriculum inventory: Modeling, sharing and comparing medical education programs. Medical Teacher, 36(3), 208-215. 

Ellaway, R. H., Pusic, M. V., Galbraith, R. M., & Cameron, T. (2014). Developing the role of big data and analytics in health professional education. Medical Teacher, 36(3), 216-222. 

Englander, R., Cameron, T., Ballard A. J., Dodge, J., Bull, J., & Aschenbrener, C. A. Toward a common taxonomy of competency domains for the health professions and competencies for physicians. Academic Medicine, 88(8), 1088-1094. 

Gortney, J. S., Seed, S., Borja-Hart, N., Young, V., Woodard, L. J., Nobles-Knight, D., . . . Nash, J. D. (2013). The prevalence and characteristics of dual PharmD/MPH programs offered at US colleges and schools of pharmacy. American Journal of Pharmaceutical Education, 77(6). 

Jayakumar, K. L. (2016). Numerical USMLE Step 1 scores are still important in selection of residency applicants. Academic Medicine, 91(11), 1470-1471. 

Kahwati, L., Carmody, D., Berkman, N., Sullivan, H. W., Aikin, K. J., & De Frank, J. (2017). Prescribers’ knowledge and skills for interpreting research results: A systematic review. Journal of Continuing Education in the Health Professions, 37(2), 129-136. 

Kovar-Gough, I. (2017). Taking Chances: A new librarian and curriculum redesign. Medical Reference Services Quarterly, 36(2), 129-137. 

Morrison, C. A., Ross, L. P., Sample, L., & Butler, A. (2014). Relationship between performance on the NBME® Comprehensive Clinical Science Self-Assessment and USMLE® Step 2 Clinical Knowledge for USMGs and IMGs. Teaching and Learning in Medicine, 26(4), 373-378. 

Parikh, R. B., Milstein, A., & Jain, S. H. (2017). Getting real about health care costs - A broader approach to cost stewardship in medical education. New England Journal of Medicine, 376(10), 913-915.

Qian, Y. (2016). Computer simulation in higher education: Affordances, opportunities, and outcomes. Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education, 236-262. 

Relyea-Chew, A. (2016). Research and responsibility: Best practices in resident education. Academic Radiology, 23(7), 841-843. 

Schneider, B. N., Chessman, A., Toffler, W., Handler, L., Steiner, B., & Biagioli, F. E. (2017). Medical student teaching and recruiting: 50 years of balancing two educational aims. Family Medicine, 49(4), 282-288.

Smith, S. D., Dunham, L., Dekhtyar, M., Dinh, A., Lanken, P. N., Moynahan, K. F., Stuber, M. L., & Skochelak, S. E. (2016). Medical student perceptions of the learning environment: Learning communities are associated with a more positive learning environment in a multi-institutional medical school study. Academic Medicine, 91(9), 1263-1269. 

Tsang, A., & Harris, D. M. (2016). Faculty and second-year medical student perceptions of active learning in an integrated curriculum. Advances in Physiology Education, 40(4), 446-453. 

Wasson, L. T., Cusmano, A., Meli, L., Louh, I., Falzon, L., Hampsey, M., . . . Davidson, K. W. (2016). Association between learning environment interventions and medical student well-being a systematic review. JAMA - Journal of the American Medical Association, 316(21), 2237-2252. 

Xierali, I. M., Nivet, M. A., & Wilson, M. R. (2016). Current and future status of diversity in ophthalmologist workforce. JAMA Ophthalmology, 134(9), 1016-1023. 

Zgheib, N. K., Dimassi, Z., Bou Akl, I., Badr, K. F., & Sabra, R. (2016). The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores. Medical Teacher, 38(10), 1017-1024.

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