JENNIFER KOGAN to Educational Measurement
This is a "connection" page, showing publications JENNIFER KOGAN has written about Educational Measurement.
Connection Strength
6.508
-
The Dissolution of the Step 2 Clinical Skills Examination and the Duty of Medical Educators to Step Up the Effectiveness of Clinical Skills Assessment. Acad Med. 2021 09 01; 96(9):1242-1246.
Score: 0.615
-
Sparking Change: How a Shift to Step 1 Pass/Fail Scoring Could Promote the Educational and Catalytic Effects of Assessment in Medical Education. Acad Med. 2020 09; 95(9):1315-1317.
Score: 0.574
-
Enhanced Requirements for Assessment in a Competency-Based, Time-Variable Medical Education System. Acad Med. 2018 03; 93(3S Competency-Based, Time-Variable Education in the Health Professions):S17-S21.
Score: 0.482
-
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: 0.418
-
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: 0.418
-
Reconceptualizing variable rater assessments as both an educational and clinical care problem. Acad Med. 2014 May; 89(5):721-7.
Score: 0.370
-
Realizing the promise and importance of performance-based assessment. Teach Learn Med. 2013; 25 Suppl 1:S68-74.
Score: 0.337
-
Realising the potential value of feedback. Med Educ. 2012 Feb; 46(2):140-2.
Score: 0.317
-
Faculty staff perceptions of feedback to residents after direct observation of clinical skills. Med Educ. 2012 Feb; 46(2):201-15.
Score: 0.317
-
Opening the black box of clinical skills assessment via observation: a conceptual model. Med Educ. 2011 Oct; 45(10):1048-60.
Score: 0.309
-
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: 0.289
-
Predictive validity of the mini-Clinical Evaluation Exercise (mcex): do medical students' mCEX ratings correlate with future clinical exam performance? Acad Med. 2009 Oct; 84(10 Suppl):S17-20.
Score: 0.269
-
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: 0.247
-
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: 0.212
-
Feasibility, reliability, and validity of the mini-clinical evaluation exercise (mCEX) in a medicine core clerkship. Acad Med. 2003 Oct; 78(10 Suppl):S33-5.
Score: 0.178
-
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: 0.169
-
Idiosyncrasy in Assessment Comments: Do Faculty Have Distinct Writing Styles When Completing In-Training Evaluation Reports? Acad Med. 2020 11; 95(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 59th Annual Research in Medical Education Presentations):S81-S88.
Score: 0.145
-
Taken Out of Context: Hazards in the Interpretation of Written Assessment Comments. Acad Med. 2020 07; 95(7):1082-1088.
Score: 0.142
-
Learning in Practice: A Valuation of Context in Time-Variable Medical Training. Acad Med. 2018 03; 93(3S Competency-Based, Time-Variable Education in the Health Professions):S22-S26.
Score: 0.121
-
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: 0.121
-
The Development and Preliminary Validation of a Rubric to Assess Medical Students' Written Summary Statements in Virtual Patient Cases. Acad Med. 2016 Jan; 91(1):94-100.
Score: 0.104
-
How faculty members experience workplace-based assessment rater training: a qualitative study. Med Educ. 2015 Jul; 49(7):692-708.
Score: 0.100
-
Seeing the 'black box' differently: assessor cognition from three research perspectives. Med Educ. 2014 Nov; 48(11):1055-68.
Score: 0.096
-
Psychometric characteristics of a write-up assessment form in a medicine core clerkship. Teach Learn Med. 2005; 17(2):101-6.
Score: 0.048
-
Gender Differences in Work-Based Assessment Scores and Narrative Comments After Direct Observation. J Gen Intern Med. 2024 Aug; 39(10):1795-1802.
Score: 0.045
-
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: 0.042
-
Lifestyle factors and primary care specialty selection: comparing 2012-2013 graduating and matriculating medical students' thoughts on specialty lifestyle. Acad Med. 2014 Nov; 89(11):1483-9.
Score: 0.024