JENNIFER KOGAN to Internship and Residency
This is a "connection" page, showing publications JENNIFER KOGAN has written about Internship and Residency.
Connection Strength
5.145
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Accuracy of Entrustment-Based Assessment: Implications for Programs and Patients. J Grad Med Educ. 2024 Feb; 16(1):30-36.
Score: 0.440
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Faculty Perceptions of Frame of Reference Training to Improve Workplace-Based Assessment. J Grad Med Educ. 2023 Feb; 15(1):81-91.
Score: 0.409
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Can Rater Training Improve the Quality and Accuracy of Workplace-Based Assessment Narrative Comments and Entrustment Ratings? A Randomized Controlled Trial. Acad Med. 2023 02 01; 98(2):237-247.
Score: 0.395
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Commitment to Change and Challenges to Implementing Changes After Workplace-Based Assessment Rater Training. Acad Med. 2017 03; 92(3):394-402.
Score: 0.272
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Do Faculty Benefit From Participating in a Standardized Patient Assessment as Part of Rater Training? A Qualitative Study. Acad Med. 2016 Feb; 91(2):262-71.
Score: 0.252
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Driving Care Quality: Aligning Trainee Assessment and Supervision Through Practical Application of Entrustable Professional Activities, Competencies, and Milestones. Acad Med. 2016 Feb; 91(2):199-203.
Score: 0.252
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The effect of resident duty-hours restrictions on internal medicine clerkship experiences: surveys of medical students and clerkship directors. Teach Learn Med. 2015; 27(1):37-50.
Score: 0.234
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Preparing residents for practice in new systems of care by preparing their teachers. Acad Med. 2014 Nov; 89(11):1436-7.
Score: 0.231
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What drives faculty ratings of residents' clinical skills? The impact of faculty's own clinical skills. Acad Med. 2010 Oct; 85(10 Suppl):S25-8.
Score: 0.174
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The impact of the internal medicine sub-internship on medical student career choice. J Gen Intern Med. 2010 May; 25(5):403-7.
Score: 0.168
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Are successful resident clinicians good teachers? Multidimensional resident assessment. Acad Med. 2009 Oct; 84(10 Suppl):S46-9.
Score: 0.162
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Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review. JAMA. 2009 Sep 23; 302(12):1316-26.
Score: 0.162
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Alternative approaches to ambulatory training: internal medicine residents' and program directors' perspectives. J Gen Intern Med. 2009 Aug; 24(8):904-10.
Score: 0.159
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Resident identification of learning objectives after performing self-assessment based upon the ACGME core competencies. J Gen Intern Med. 2008 Jul; 23(7):1024-7.
Score: 0.149
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The impact of resident duty hours reform on the internal medicine core clerkship: results from the clerkship directors in internal medicine survey. Acad Med. 2006 Dec; 81(12):1038-44.
Score: 0.133
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The impact of resident duty hour reform in a medicine core clerkship. Acad Med. 2004 Oct; 79(10 Suppl):S58-61.
Score: 0.115
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Racial and Ethnic Bias in Letters of Recommendation in Academic Medicine: A Systematic Review. Acad Med. 2024 Sep 01; 99(9):1032-1037.
Score: 0.110
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Gender Differences in Work-Based Assessment Scores and Narrative Comments After Direct Observation. J Gen Intern Med. 2024 Aug; 39(10):1795-1802.
Score: 0.110
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Gender-Based Differences in Language Used by Students to Describe Their Noteworthy Characteristics in Medical Student Performance Evaluations. Acad Med. 2023 07 01; 98(7):844-850.
Score: 0.102
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Effectiveness of report cards based on chart audits of residents' adherence to practice guidelines on practice performance: a randomized controlled trial. Teach Learn Med. 2003; 15(1):25-30.
Score: 0.102
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The Context of "Confidence": Analyzing the Term Confidence in Resident Evaluations. J Gen Intern Med. 2022 07; 37(9):2187-2193.
Score: 0.098
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Resident and faculty adherence to common guidelines. Acad Med. 2001 Oct; 76(10 Suppl):S27-9.
Score: 0.093
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Assessing Interpersonal and Communication Skills. J Grad Med Educ. 2021 Apr; 13(2 Suppl):91-95.
Score: 0.090
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Taken Out of Context: Hazards in the Interpretation of Written Assessment Comments. Acad Med. 2020 07; 95(7):1082-1088.
Score: 0.086
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What Regulatory Requirements and Existing Structures Must Change If Competency-Based, Time-Variable Training Is Introduced Into the Continuum of Medical Education in the United States? Acad Med. 2018 03; 93(3S Competency-Based, Time-Variable Education in the Health Professions):S27-S31.
Score: 0.073
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How Supervisor Experience Influences Trust, Supervision, and Trainee Learning: A Qualitative Study. Acad Med. 2017 09; 92(9):1320-1327.
Score: 0.070
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How clinical supervisors develop trust in their trainees: a qualitative study. Med Educ. 2015 Aug; 49(8):783-95.
Score: 0.061
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The impact of exposure to shift-based schedules on medical students. Med Educ Online. 2015; 20:27434.
Score: 0.060
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Content and timing of feedback and reflection: a multi-center qualitative study of experienced bedside teachers. BMC Med Educ. 2014 Oct 10; 14:212.
Score: 0.058
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Identifying and overcoming the barriers to bedside rounds: a multicenter qualitative study. Acad Med. 2014 Feb; 89(2):326-34.
Score: 0.055
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Using peers to assess handoffs: a pilot study. J Gen Intern Med. 2013 Aug; 28(8):1008-13.
Score: 0.053
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Faculty staff perceptions of feedback to residents after direct observation of clinical skills. Med Educ. 2012 Feb; 46(2):201-15.
Score: 0.048
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Opening the black box of clinical skills assessment via observation: a conceptual model. Med Educ. 2011 Oct; 45(10):1048-60.
Score: 0.047
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Educating clerkship students in the era of resident duty hour restrictions. Am J Med. 2011 Jul; 124(7):671-6.
Score: 0.046
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Are discharge summaries teachable? The effects of a discharge summary curriculum on the quality of discharge summaries in an internal medicine residency program. Acad Med. 2006 Oct; 81(10 Suppl):S5-8.
Score: 0.033
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Brief report: Use of the mini-clinical evaluation exercise in internal medicine core clerkships. J Gen Intern Med. 2006 May; 21(5):501-2.
Score: 0.032
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The art of bedside rounds: a multi-center qualitative study of strategies used by experienced bedside teachers. J Gen Intern Med. 2013 Mar; 28(3):412-20.
Score: 0.013