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Teaching and Learning in Medicine
An International Journal
Volume 34, 2022 - Issue 2
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Educational Case Reports

Moving toward Mastery: Changes in Student Perceptions of Clerkship Assessment with Pass/Fail Grading and Enhanced Feedback

Justin L. Bullocka Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California, USAORCID Iconhttps://orcid.org/0000-0003-4240-9798
ORCID Icon,
Lee Seligmanb Department of Medicine, Columbia University Irving Medical Center, New York-Presbyterian Hospital, New York, New York, USA
,
Cindy J. Laia Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California, USA
,
Patricia S. O’Sullivana Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California, USA;c Department of Surgery, University of California, San Francisco School of Medicine, San Francisco, California, USA
&
Karen E. Hauera Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8812-4045
ORCID Icon
Pages 198-208 | Received 17 Oct 2020, Accepted 20 Mar 2021, Published online: 20 May 2021

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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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Articles from other publishers (6)

Laureen A. Zubiaurre Bitzer, Shubha Dathatri, James B. Fine & Aubrie Swan Sein. (2023) Building a student learning‐focused assessment and grading system in dental school: One school's experience. Journal of Dental Education 87:5, pages 614-624.
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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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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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Rachel A. Russo, Dana M. Raml, Anna J. Kerlek, Martin Klapheke, Katherine B. Martin & Jeffrey J. Rakofsky. (2022) Bias in Medical School Clerkship Grading: Is It Time for a Change?. Academic Psychiatry.
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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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