Citations (38)
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Jamiu O. Busari, Linda Diffey, Karen E. Hauer, Kimberly D. Lomis, Jonathan M. Amiel, Michael A. Barone, Karen Schultz, H. Carrie Chen, Arvin Damodaran, David A. Turner, Benjamin Jones, Ivy Oandasan & Ming-Ka Chan. (2024) Advancing anti-oppression and social justice in healthcare through competency-based medical education (CBME). Medical Teacher 0:0, pages 1-8.
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Susan E. Skochelak, Kimberly D. Lomis, John S. Andrews, Maya M. Hammoud, George C. Mejicano & Julie Byerley. (2021) Realizing the vision of the Lancet Commission on Education of Health Professionals for the 21st Century: Transforming medical education through the Accelerating Change in Medical Education Consortium. Medical Teacher 43:sup2, pages S1-S6.
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William B. Cutrer, W. Anderson Spickard$suffix/text()$suffix/text(), Marc M. Triola, Bradley L. Allen, Nathan Spell$suffix/text()$suffix/text(), Steven K. Herrine, John L. Dalrymple, Paul N. Gorman & Kimberly D. Lomis. (2021) Exploiting the power of information in medical education. Medical Teacher 43:sup2, pages S17-S24.
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Kimberly D. Lomis, George C. Mejicano, Kelly J. Caverzagie, Seetha U. Monrad, Martin Pusic & Karen E. Hauer. (2021) The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education. Medical Teacher 43:sup2, pages S7-S16.
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Paul M. Wallace, Sarita Warrier, Marc J. Kahn, Christopher Welsh & Melissa Fischer. (2020) Developing an opioid curriculum for medical students: A consensus report from a national symposium. Substance Abuse 41:4, pages 425-431.
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William B. Cutrer, Regina G. Russell, Mario Davidson & Kimberly D. Lomis. (2020) Assessing medical student performance of Entrustable Professional Activities: A mixed methods comparison of Co-Activity and Supervisory Scales. Medical Teacher 42:3, pages 325-332.
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Neill Storrar, David Hope & Helen Cameron. (2019) Student perspective on outcomes and process – Recommendations for implementing competency-based medical education. Medical Teacher 41:2, pages 161-166.
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Barbara L. McAneny & Elliott J. Crigger. (2019) Toward More Effective Self-Regulation in Medicine. The American Journal of Bioethics 19:1, pages 7-10.
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Articles from other publishers (30)
Hsiao-Ju Lin, Jhong-Han Wu, Wei-Hung Lin, Kai-Wen Nien, Huei-Ting Wang, Pei-Jen Tsai & Chiung-Yu Chen. (2024) Using ACGME milestones as a formative assessment for the internal medicine clerkship: a consecutive two-year outcome and follow-up after graduation. BMC Medical Education 24:1.
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Holly A. Caretta-Weyer, Alina Smirnova, Michael A. Barone, Jason R. Frank, Tina Hernandez-Boussard, Dana Levinson, Kiki M. J. M. H. Lombarts, Kimberly D. Lomis, Abigail Martini, Daniel J. Schumacher, David A. Turner & Abigail Schuh. (2024) The Next Era of Assessment: Building a Trustworthy Assessment System. Perspectives on Medical Education 13:1, pages 12-23.
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Kimberly K. Daugherty, Aleda Chen, Marianne D. Churchwell, Jennie B. Jarrett, Erika L. Kleppinger, Susan Meyer, James Nawarskas, Stephanie L. Sibicky, Cindy D. Stowe & Denise H. Rhoney. (2024) Competency-based pharmacy education definition: What components need to be defined to implement it?. American Journal of Pharmaceutical Education 88:1, pages 100624.
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Scott Vennemeyer, Benjamin Kinnear, Andy Gao, Siyi Zhu, Anunita Nattam, Michelle I. Knopp, Eric Warm & Danny T.Y. Wu. (2023) User-Centered Evaluation and Design Recommendations for an Internal Medicine Resident Competency Assessment Dashboard. Applied Clinical Informatics 14:05, pages 996-1007.
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Miriam Wiese-Posselt, Thiên-Trí Lâm, Christin Schröder, Sandra Schneider, Oliver Kurzai, Markus A. Feufel & Petra Gastmeier. (2023) Appropriate antibiotic use and antimicrobial resistance: knowledge, attitudes and behaviour of medical students and their needs and preferences for learning. Antimicrobial Resistance & Infection Control 12:1.
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Hollis Lai, Nazila Ameli, Steven Patterson, Anthea Senior & Doris Lunardon. (2022) Development of an electronic learning progression dashboard to monitor student clinical experiences. Journal of Dental Education 86:6, pages 759-765.
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Lourdes Estrada, Megan A. Williams & Christopher S. Williams. (2022) A Competency-Guided Approach to Optimizing a Physician-Scientist Curriculum. Medical Science Educator 32:2, pages 523-528.
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Jean-Sébastien Renaud, Miriam Lacasse, Luc Côté, Johanne Théorêt, Christian Rheault & Caroline Simard. (2021) Psychometric validation of the Laval developmental benchmarks scale for family medicine. BMC Medical Education 21:1.
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Priya Khanna, Chris Roberts & Andrew Stuart Lane. (2021) Designing health professional education curricula using systems thinking perspectives. BMC Medical Education 21:1.
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Kimberly Lomis, Pamela Jeffries, Anthony Palatta, Melanie Sage, Javaid Sheikh, Carl Sheperis & Alison Whelan. (2021) Artificial Intelligence for Health Professions Educators. NAM Perspectives.
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Kimberly D. LomisSally A. SantenMichael DekhtyarVictoria Stagg ElliottJudee RichardsonMaya M. HammoudRichard HawkinsSusan E. Skochelak. (2020) The Accelerating Change in Medical Education Consortium: Key Drivers of Transformative Change. Academic Medicine 96:7, pages 979-988.
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Catherine Zivanov, Xuanyi Li, Kaustav P. Shah, Lourdes Estrada, William B. Cutrer, Mary Hooks, Vicki Keedy & Kimberly Brown Dahlman. (2021) Precision Cancer Medicine: Dynamic Learning of Cancer Biology in a Clinically Meaningful Context. Medical Science Educator 31:3, pages 1029-1042.
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Fernanda Berchelli Girão Miranda, Gerson Alves Pereira-Junior & Alessandra Mazzo. (2021) Competences in the training of nurses to assist the airway of adult patients in urgency and emergency situations. Revista Latino-Americana de Enfermagem 29.
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Janet Corral, Stathis Th. Konstantinidis & Panagiotis D. Bamidis. 2021. Digital Innovations in Healthcare Education and Training. Digital Innovations in Healthcare Education and Training
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Alexander Langerman, William B. Cutrer, Elizabeth Ann Yakes & Keith G. Meador. (2020) Embedding Ethics Education in Clinical Clerkships by Identifying Clinical Ethics Competencies: The Vanderbilt Experience. HEC Forum 32:2, pages 163-174.
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Rochelle E. Wong, Henry T. Quach, Joseph S. Wong, William H. Laxton, Lillian B. Nanney, Cari L. Motuzas & A. Scott Pearson. (2019) Integrating Specialty-Specific Clinical Anatomy Education into the Post-Clerkship Curriculum. Medical Science Educator 30:1, pages 487-497.
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Helen K. MorganGeorge C. MejicanoSusan SkochelakKimberly LomisRichard HawkinsAllan R. TunkelElizabeth A. NelsonDavid HendersonAnita V. ShelgikarSally A. Santen. (2020) A Responsible Educational Handover: Improving Communication to Improve Learning. Academic Medicine 95:2, pages 194-199.
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William W. Stead & Jeffrey R. Balser. (2020) Three Audacious Goals for Reinventing an Academic Medical Center. NEJM Catalyst 1:1.
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Meg G. KeeleyMaryellen E. GusicHelen K. MorganEva M. AagaardSally A. Santen. (2019) Moving Toward Summative Competency Assessment to Individualize the Postclerkship Phase. Academic Medicine 94:12, pages 1858-1864.
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David R. Scudder, Alexander D. Sherry, Ryan T. Jarrett, Shanik Fernando, Andrew W. Kuhn & Amy E. Fleming. (2019) Fundamental Curriculum Change with 1-Year Pre-Clerkship Phase and Effect on Stress Associated with Residency Specialty Selection. Medical Science Educator 29:4, pages 1033-1042.
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Anahita Dehmoobad Sharifabadi, Chantalle Clarkin & Asif Doja. (2019) Perceptions of competency‐based medical education from medical student discussion forums. Medical Education 53:7, pages 666-676.
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Paula Smith. (2019) Engaging online students through peer-comparison progress dashboards. Journal of Applied Research in Higher Education 12:1, pages 38-56.
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Wei-Chun Cheng, Tsung-Ying Chen & Ming-Shinn Lee. (2019) Fill the gap between traditional and new era: The medical educational reform in Taiwan. Tzu Chi Medical Journal 31:4, pages 211.
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Stanley I. Innes, Charlotte Leboeuf-Yde & Bruce F. Walker. (2018) Chiropractic student choices in relation to indications, non-indications and contra-indications of continued care. Chiropractic & Manual Therapies 26:1.
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Valérie Dory, Carlos Gomez‐Garibello, Richard Cruess, Sylvia Cruess, Beth‐Ann Cummings & Meredith Young. (2018) The challenges of detecting progress in generic competencies in the clinical setting. Medical Education 52:12, pages 1259-1270.
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Fernanda Berchelli Girão Miranda, Alessandra Mazzo & Gerson Alves Pereira-Junior. (2018) Construction and validation of competency frameworks for the training of nurses in emergencies. Revista Latino-Americana de Enfermagem 26:0.
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Nikki L. Bibler ZaidiClarence D. KreiterPeris R. CastanedaJocelyn H. SchillerJun YangCyril M. GrumMaya M. HammoudLarry D. GruppenSally A. Santen. (2018) Generalizability of Competency Assessment Scores Across and Within Clerkships: How Students, Assessors, and Clerkships Matter. Academic Medicine 93:8, pages 1212-1217.
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Helen K. Morgan, Jocelyn Schiller, Sally Santen, Maya Hammoud, Lauren Wancata, Rajesh Mangrulkar, Paula Ross, Diana Curran, Cemal B. Sozener & David Hughes. (2018) Program Directors’ Perceptions of a Post-Match Competency Handover Between Medical School and Residency. Medical Science Educator 28:2, pages 375-380.
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Catherine R. LuceyGeorge E. ThibaultOlle ten Cate. (2018) Competency-Based, Time-Variable Education in the Health Professions: Crossroads. Academic Medicine 93:3S, pages S1-S5.
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Kimberly Brown Dahlman, Matthew B. Weinger, Kimberly D. Lomis, Lillian Nanney, Neil Osheroff, Donald E. MooreJrJr, Lourdes Estrada & William B. Cutrer. (2018) Integrating Foundational Sciences in a Clinical Context in the Post-clerkship Curriculum. Medical Science Educator 28:1, pages 145-154.
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