Showing 1 - 5 of 5 Research Library Publications
Posted: | Shana D. Stites, Jonathan D. Rubright, Kristin Harkins, Jason Karlawish

International Journal of Geriatric Psychiatry: Volume 38 - Issue 6, e5939

 

This observational study examined how awareness of diagnosis predicted changes in cognition and quality of life (QOL) 1 year later in older adults with normal cognition and dementia diagnoses.

Posted: | Stanley J. Hamstra, Monica M. Cuddy, Daniel Jurich, Kenji Yamazaki, John Burkhardt, Eric S. Holmboe, Michael A. Barone, Sally A. Santen

Academic Medicine: Volume 96 - Issue 9 - Pages 1324-1331

 

This study examines associations between USMLE Step 1 and Step 2 Clinical Knowledge (CK) scores and ACGME emergency medicine (EM) milestone ratings.

Posted: | Carol Morrison, Jennifer Wise, Marie Maranki, Linette Ross

Medical Science Educator: Volume 31, p 607–613 (2021)

 

This study extended previous research on the NBME Clinical Science Mastery Series self-assessments to investigate the utility of recently released self-assessments for students completing Family Medicine clerkships and Emergency Medicine sub-internships and preparing for summative assessments.

Posted: | S. D. Stites, K. Harkins, J. D. Rubright, J. Karlawish

Alzheimer Disease & Associated Disorders: October–December 2018 - Volume 32 - Issue 4 - p 276-283

 

The purpose of this study is to examine the relationship between self-reports of cognitive complaints and quality of life (QOL) in persons with varying degrees of cognitive impairment.

Posted: | E. S. Miller, C. Heitz, L. Ross, M. S. Beeson

Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health, 19(1)

 

This review is a descriptive summary of the development of National EM M4 examinations, Version 1 (V1) and Version 2 (V2), and the NBME EM Advanced Clinical Examination (ACE) and their relevant usage and performance data. In particular, it describes how examination content was edited to affect desired changes in examination performance data and offers a model for educators seeking to develop their own examinations.