RESEARCH LIBRARY
RESEARCH LIBRARY
View the latest publications from members of the NBME research team
Medical Teacher: Volume 45 - Issue 6, Pages 565-573
This guide aims aim to describe practical considerations involved in reading and conducting studies in medical education using Artificial Intelligence (AI), define basic terminology and identify which medical education problems and data are ideally-suited for using AI.
Journal of Graduate Medical Education: Volume 14, Issue 6, Pages 634-638
This article discusses recent recommendations from the UME-GME Review Committee (UGRC) to address challenges in the UME-GME transition—including complexity, negative impact on well-being, costs, and inequities.
Academic Medicine: Volume 98 - Issue 2 - Pages 180-187
This article describes the work of the Coalition for Physician Accountability’s Undergraduate Medical Education to Graduate Medical Education Review Committee (UGRC) to apply a quality improvement approach and systems thinking to explore the underlying causes of dysfunction in the undergraduate medical education (UME) to graduate medical education (GME) transition.
JMIR Medical Education: Volume 8 - Issue 2 - e30988
This article aims to compare the reliability of two assessment groups (crowdsourced laypeople and patient advocates) in rating physician error disclosure communication skills using the Video-Based Communication Assessment app.
Academic Medicine: Volume 97 - Issue 2 - Pages 262-270
This study examined shifts in U.S. medical student interactions with EHRs during their clinical education, 2012–2016, and how these interactions varied by clerkship within and across medical schools.
American Journal of Obstetrics and Gynecology, Volume 223, Issue 3, Pages 435.e1-435.e6
The purpose of this study was to examine medical student reporting of electronic health record use during the obstetrics and gynecology clerkship.
Med Educ, 52: 359-361
Focusing specifically on examples set in the context of movement from Bachelor's level undergraduate programmes to enrolment in medical school, this publication argues that a great deal of what happens on college campuses today, curricular and otherwise, is (in)directly driven by the not‐so‐invisible hand of the medical education enterprise.