JENNIFER KOGAN to Humans
This is a "connection" page, showing publications JENNIFER KOGAN has written about Humans.
Connection Strength
0.513
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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: 0.018
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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: 0.018
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Preclerkship Medical Students' Use of Third-Party Learning Resources. JAMA Netw Open. 2023 12 01; 6(12):e2345971.
Score: 0.018
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Development of a student-created internal medicine frameworks website for healthcare trainees. Diagnosis (Berl). 2023 08 01; 10(3):313-315.
Score: 0.017
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The Urgency of Now: Rethinking and Improving Assessment Practices in Medical Education Programs. Acad Med. 2023 08 01; 98(8S):S37-S49.
Score: 0.017
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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: 0.017
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Will Any Road Get You There? Examining Warranted and Unwarranted Variation in Medical Education. Acad Med. 2022 08 01; 97(8):1128-1136.
Score: 0.016
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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: 0.016
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Analysis of Professionalism Themes Raised in Evaluations of Faculty. JAMA Netw Open. 2022 07 01; 5(7):e2221613.
Score: 0.016
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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: 0.015
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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: 0.014
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A coach of my own. Med Teach. 2020 02; 42(2):231-232.
Score: 0.013
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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: 0.012
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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: 0.012
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Observation in medical education: Time for a broader conversation? Fam Syst Health. 2018 03; 36(1):17-19.
Score: 0.012
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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: 0.011
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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: 0.010
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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: 0.010
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Overnight Hospital Experiences for Medical Students: Results of the 2014 Clerkship Directors in Internal Medicine National Survey. J Gen Intern Med. 2015 Sep; 30(9):1245-50.
Score: 0.010
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How faculty members experience workplace-based assessment rater training: a qualitative study. Med Educ. 2015 Jul; 49(7):692-708.
Score: 0.010
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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: 0.010
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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: 0.009
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Reconceptualizing variable rater assessments as both an educational and clinical care problem. Acad Med. 2014 May; 89(5):721-7.
Score: 0.009
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Facilitating the clerkship transition through near-peer-led 'student reports'. Med Educ. 2014 May; 48(5):532-3.
Score: 0.009
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Realizing the promise and importance of performance-based assessment. Teach Learn Med. 2013; 25 Suppl 1:S68-74.
Score: 0.008
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Realising the potential value of feedback. Med Educ. 2012 Feb; 46(2):140-2.
Score: 0.008
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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: 0.008
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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: 0.008
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The open-ended comment space for action plans on core clerkship students' encounter cards: what gets written? Acad Med. 2010 Oct; 85(10 Suppl):S110-4.
Score: 0.007
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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: 0.007
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Twelve tips for implementing tools for direct observation of medical trainees' clinical skills during patient encounters. Med Teach. 2011; 33(1):27-33.
Score: 0.007
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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: 0.007
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Wide-mouthed sacculation of the esophagus: a cause of dysphagia after radiation therapy. Dysphagia. 2010 Dec; 25(4):341-4.
Score: 0.007
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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: 0.007
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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: 0.006
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Implementing feedback cards in core clerkships. Med Educ. 2008 Nov; 42(11):1071-9.
Score: 0.006
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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: 0.006
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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: 0.005
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Psychometric characteristics of a write-up assessment form in a medicine core clerkship. Teach Learn Med. 2005; 17(2):101-6.
Score: 0.005
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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: 0.005
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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: 0.004
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An assessment measure to evaluate case write-ups in a medicine core clerkship. Med Educ. 2003 Nov; 37(11):1035-6.
Score: 0.004
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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: 0.004
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Natural Language Processing of Learners' Evaluations of Attendings to Identify Professionalism Lapses. Eval Health Prof. 2023 09; 46(3):225-232.
Score: 0.004
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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: 0.004
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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: 0.004
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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: 0.004
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Resident and faculty adherence to common guidelines. Acad Med. 2001 Oct; 76(10 Suppl):S27-9.
Score: 0.004
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Assessing Interpersonal and Communication Skills. J Grad Med Educ. 2021 Apr; 13(2 Suppl):91-95.
Score: 0.004
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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: 0.004
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Time-Variable Training in Medicine: Theoretical Considerations. Acad Med. 2018 03; 93(3S Competency-Based, Time-Variable Education in the Health Professions):S6-S11.
Score: 0.003
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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: 0.003
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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: 0.003
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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: 0.003
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How clinical supervisors develop trust in their trainees: a qualitative study. Med Educ. 2015 Aug; 49(8):783-95.
Score: 0.002
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The impact of exposure to shift-based schedules on medical students. Med Educ Online. 2015; 20:27434.
Score: 0.002
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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: 0.002
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Seeing the 'black box' differently: assessor cognition from three research perspectives. Med Educ. 2014 Nov; 48(11):1055-68.
Score: 0.002
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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: 0.002
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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: 0.002
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The evolving role of online virtual patients in internal medicine clerkship education nationally. Acad Med. 2013 Nov; 88(11):1713-8.
Score: 0.002
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Primary care, the ROAD less traveled: what first-year medical students want in a specialty. Acad Med. 2013 Oct; 88(10):1522-8.
Score: 0.002
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Using peers to assess handoffs: a pilot study. J Gen Intern Med. 2013 Aug; 28(8):1008-13.
Score: 0.002
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The value of bedside rounds: a multicenter qualitative study. Teach Learn Med. 2013; 25(4):326-33.
Score: 0.002
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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: 0.002
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The ABIM's clinical supervision practice improvement module and its effect on faculty's supervisory skills. Acad Med. 2012 Nov; 87(11):1632-8.
Score: 0.002
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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: 0.002
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Elapsed time between teaching and evaluation: does it matter? Acad Med. 2008 Oct; 83(10 Suppl):S29-32.
Score: 0.002
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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: 0.001
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A randomized-controlled study of encounter cards to improve oral case presentation skills of medical students. J Gen Intern Med. 2005 Aug; 20(8):743-7.
Score: 0.001