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Teaching and Learning in Medicine
An International Journal
Volume 33, 2021 - Issue 3
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Educational Case Reports

From Grading to Assessment for Learning: A Qualitative Study of Student Perceptions Surrounding Elimination of Core Clerkship Grades and Enhanced Formative Feedback

Lee Seligmana Internal Medicine, NewYork-Presbyterian Hospital, Columbia University Irving Medical Center, New York, New York, USA;
,
Abdikarin Abdullahib University of California, San Francisco School of Medicine, San Francisco, California, USA;
,
Arianne Teheranib University of California, San Francisco School of Medicine, San Francisco, California, USA; ;c Department of Medicine, University of California, San Francisco, California, USA
&
Karen E. Hauerb University of California, San Francisco School of Medicine, San Francisco, California, USA; ;c Department of Medicine, University of California, San Francisco, California, USACorrespondence[email protected] @KarenHauer4
ORCID Iconhttps://orcid.org/0000-0002-8812-4045
ORCID Icon
Pages 314-325 | Published online: 24 Nov 2020

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Meera Deva, Gary L. Beck Dallaghan, Neva Howard & Brenda J.B. Roman. (2023) Faculty bridging individual and organizational resilience: results of a qualitative analysis. Medical Education Online 28:1.
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James F. Smith$suffix/text()$suffix/text() & Nicole M. Piemonte. (2023) The Problematic Persistence of Tiered Grading in Medical School. Teaching and Learning in Medicine 35:4, pages 467-476.
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Justin L. Bullock, Lee Seligman, Cindy J. Lai, Patricia S. O’Sullivan & Karen E. Hauer. (2022) Moving toward Mastery: Changes in Student Perceptions of Clerkship Assessment with Pass/Fail Grading and Enhanced Feedback. Teaching and Learning in Medicine 34:2, pages 198-208.
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Alison S. Clay, Kathryn M. Andolsek, Kira Niederhoffer, Apoorva Kandakatla, Gloria Zhang, Meghan Price, Priya Alagesan, Sydney Jeffs, Isabel DeLaura, C. Phifer Nicholson, Saumil M. Chudgar, Aditee P. Narayan, Nancy W. Knudsen, Melinda Blazar, Pamela Edwards & Edward G. Buckley. (2023) Creation of an asynchronous faculty development curriculum on well-written narrative assessments that avoid bias. BMC Medical Education 23:1.
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Katherine R. Schafer, Lonika Sood, Christopher J. King, Irene Alexandraki, Paul Aronowitz, Margot Cohen, Katherine Chretien, Amit Pahwa, E Shen, Donna Williams & Karen E. Hauer. (2023) The Grade Debate: Evidence, Knowledge Gaps, and Perspectives on Clerkship Assessment Across the UME to GME Continuum. The American Journal of Medicine 136:4, pages 394-398.
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Aditi Puri, Milad Memari, Elisa M. Sottile, Laura K. Snydman, Wei Wei Lee, Rachel A. Bonnema, Danielle Jones & D. Rani Nandiwada. (2023) Changing the Assessment Paradigm: Promoting a Growth Mindset Across the Medical Education Continuum. The American Journal of Medicine 136:2, pages 207-212.
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Jorie M. Colbert-Getz, Janet Lindsley, Kathryn B. Moore, Tim Formosa & Karly Pippitt. (2022) Promotion of a Mastery Orientation to Learning in Medical School: Implementation of the Not Yet Pass Grade. Academic Medicine 98:1, pages 52-56.
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Sarah E. Kuehl & Jennifer O. Spicer. (2022) Using entrustable professional activities to better prepare students for their postgraduatemedical training: A medical student’s perspective. Perspectives on Medical Education 11:6, pages 359-364.
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Kristen M. Quinn, Laura Campbell, Rupak Mukherjee, Andrea M. Abbott & Christian J. Streck. (2022) Step 1 is Pass/Fail, Now What? Can Clinical Clerkship Grades be Used as a Reliable Metric to Screen General Surgery Residency Applicants?. Journal of Surgical Research 279, pages 592-597.
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Lauren B. PhinneyAngelina FluetBridget C. O’BrienLee SeligmanKaren E. Hauer. (2022) Beyond Checking Boxes: Exploring Tensions With Use of a Workplace-Based Assessment Tool for Formative Assessment in Clerkships. Academic Medicine 97:10, pages 1511-1520.
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Karly A. Pippitt, Kathryn B. Moore, Janet E. Lindsley, Paloma F. Cariello, Andrew G. Smith, Tim Formosa, Karen Moser, David A. Morton, Jorie M. Colbert-Getz & Candace J. Chow. (2022) Assessment for Learning with Ungraded and Graded Assessments. Medical Science Educator 32:5, pages 1045-1054.
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Salah Eldin Kassab, Walid El‐Sayed & Hossam Hamdy. (2022) Student engagement in undergraduate medical education: A scoping review. Medical Education 56:7, pages 703-715.
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Samuel A. Cohen & Suzann Pershing. (2022) Relative Importance of Applicant Characteristics in Ophthalmology Residency Interview Selection: A Survey of Program Directors. Journal of Academic Ophthalmology 14:02, pages e246-e256.
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Tim Gorichanaz. (2022) “It made me feel like it was okay to be wrong”: Student experiences with ungrading. Active Learning in Higher Education, pages 146978742210936.
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Georgina C. Stephens, Mahbub Sarkar & Michelle D. Lazarus. (2022) Medical Student Experiences of Uncertainty Tolerance Moderators: A Longitudinal Qualitative Study. Frontiers in Medicine 9.
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Catherine R. LuceyJohn A. DavisMarianne M. Green. (2022) We Have No Choice but to Transform: The Future of Medical Education After the COVID-19 Pandemic. Academic Medicine 97:3S, pages S71-S81.
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