Academic Medicine

Challenges of Assessing Resident Competency in Well-Being: Development of the Psychiatry Milestones 2.0 Well-Being Subcompetency.  97:351-356. 2022

The Performance and Trajectory of Medical Students With Disabilities: Results From a Multisite, Multicohort Study.  97:389-397. 2022

In Reply to Greenberg.  96:1499-1500. 2021

The Performance and Trajectory of Medical Students With Disabilities: Results From the Pathways Project.  96:S209-S210. 2021

A Phased Approach: The General Surgery Experience Adopting Entrustable Professional Activities in the United States.  96:S9-S13. 2021

Admissions Is Not Enough: The Racial Achievement Gap in Medical Education.  176-181. 2021

Are We Measuring What Matters? How Student and Clerkship Characteristics Influence Clinical Grading.  241-248. 2021

Developing Leaders and Scholars in Health Care Improvement: The VA Quality Scholars Program Competencies.  68-74. 2021

Enrollment Management in Undergraduate Medical School Admissions: A Complementary Framework to Holistic Review for Increasing Diversity in Medicine.  501-506. 2021

Returning to Growth: One Academic Medical Center's Successful Five-Step Approach to Change Management.  1401-1407. 2021

Internal medicine residency program directors' screening practices and perceptions about recruitment challenges.  582-589. 2020

University of Alabama School of medicine.  95:S15-S17. 2020

University of British Columbia Faculty of Medicine.  95:S566-S569. 2020

Which Student Characteristics Are Most Important in Determining Clinical Honors in Clerkships? A Teaching Ward Attending Perspective.  94:1581-1588. 2019

Clinical Reasoning Assessment Methods: A Scoping Review and Practical Guidance.  94:902-912. 2019

Is It Safe to Ask the Questions That Matter Most to Me? Observations from a Female Residency Applicant.  94:1635-1637. 2019

Gamification in action: Theoretical and practical considerations for medical educators.  93:1014-1020. 2018

Step Up - Not on - The Step 2 Clinical Skills Exam: Directors of Clinical Skills Courses (DOCS) Oppose Ending Step 2 CS.  93:693-698. 2018

Class-wide access to a commercial step 1 question bank during preclinical organ-based modules: A pilot project.  93:486-490. 2018

Postinterview communications: Two surveys of internal medicine residency program directors before and after guideline implementation.  93:1367-1373. 2018

Making a Case for Case Reports.  92:1655-1656. 2017

Internal Medicine Residency Program Directors' Views of the Core Entrustable Professional Activities for Entering Residency: An Opportunity to Enhance Communication of Competency Along the Continuum.  92:785-791. 2017

Characteristics of biostatistics, epidemiology, and research design programs in institutions with clinical and translational science awards.  92:229-236. 2017

Toward defining the foundation of the MD Degree: Core entrustable professional activities for entering residency.  91:1352-1358. 2016

Caught in the middle: A resident perspective on influences from the learning environment that perpetuate mistreatment.  91:301-304. 2016

Course Offerings in the Fourth Year of Medical School: How U.S. Medical Schools Are Preparing Students for Internship.  90:1324-1330. 2015

Evaluating Academic Scientists Collaborating in Team-Based Research: A Proposed Framework.  90:1302-1308. 2015

Learn, See, Practice, Prove, Do, Maintain: An Evidence-Based Pedagogical Framework for Procedural Skill Training in Medicine.  90:1025-1033. 2015

The Impact of Stigma and Personal Experiences on the Help-Seeking Behaviors of Medical Students with Burnout.  90:961-969. 2015

In reply to berman and crane.  90:127. 2015

In reply to walsh.  90:5. 2015

Artist's statement: Paranoia.  89:549. 2014

Distress among matriculating medical students relative to the general population.  89:1520-1525. 2014

Health care institutions should not exclude smokers from employment.  89:843-847. 2014

Publications in academic medical centers: Technology-facilitated culture clash.  89:734-737. 2014

Using virtual microscopy at Copperbelt University, Zambia.  89. 2014

What Is the Value and Role of Academic Medicine in the Life of Its University?.  89:208-211. 2014

Cancer: The perspective of a son and doctor.  88:349. 2013

Strategies for developing biostatistics resources in an academic health center.  88:454-460. 2013

The creation and impact of a dedicated section on quality and patient safety in a clinical academic department.  88:173-178. 2013

The effect of medical students and residents on measures of efficiency and timeliness in an academic medical center emergency department.  88:1723-1731. 2013

A Multi-institutional study exploring the impact of positive mental health on medical students' professionalism in an era of high burnout.  87:1024-1031. 2012

Aligning the goals of community-engaged research: Why and how academic health centers can successfully engage with communities to improve health.  87:285-291. 2012

Anticipated consequences of the 2011 duty hours standards: Views of internal medicine and surgery program directors.  87:895-903. 2012

Regarding physician advocacy.  87:132. 2012

Commentary: Reducing diagnostic errors: Another role for checklists?.  86:279-281. 2011

In Reply: Do medical professionalism and medical education involve commitments to political advocacy?.  86:1065. 2011

Perspective: Medical professionalism and medical education should not involve commitments to political advocacy.  86:378-383. 2011

Relationship of pass/fail grading and curriculum structure with well-being among preclinical medical students: A multi-institutional study.  86:1367-1373. 2011

What should we include in a cultural competence curriculum? An emerging formative evaluation process to foster curriculum development.  86:333-341. 2011

Burnout and serious thoughts of dropping out of medical school: A multi-institutional study.  85:94-102. 2010

Do women residents delay childbearing due to perceived career threats?.  85:640-646. 2010

In reply [1].  85:391. 2010

International crises and global health electives: lessons for faculty and institutions.  85:1560-1563. 2010

Is physician engagement with web-based CME associated with patients' baseline hemoglobin A1c levels? the rural diabetes online care study.  85:1511-1517. 2010

The "good" dean's Letter.  85:1705-1708. 2010

University of Alabama School of Medicine.  85. 2010

Internal medicine training in the 21st century.  83:910-915. 2009

"Renters" or "Owners"? Residents' perceptions and behaviors regarding error reduction in teaching hospitals: A literature review 2009

"renters" or "owners"? residents' perceptions and behaviors regarding error reduction in teaching hospitals: A literature review.  84:1765-1774. 2009

Can residents accurately abstract their own charts?.  84:391-395. 2009

Internal medicine clerkship characteristics associated with enhanced student examination performance.  84:895-901. 2009

Nonphysician Medical Educators: A Literature Review and Job Description Resource.  84:1078-1088. 2009

Residents' and attending physicians' handoffs: A systematic review of the literature.  84:1775-1787. 2009

Residents' engagement in quality improvement: A systematic review of the literature.  84:1757-1764. 2009

The department of veterans affairs national quality scholars fellowship program: Experience from 10 years of training quality scholars.  84:1741-1748. 2009

Impact of a structured skills laboratory curriculum on surgery residents' intraoperative decision-making and technical skills..  83:S68-S71. 2008

Impact of a structured skills laboratory curriculum on surgery residents' intraoperative decision-making and technical skills..  83. 2008

Internal medicine training in the 21st century.  83:910-915. 2008

Medical education research and IRB review: An analysis and comparison of the IRB review process at six institutions.  82:654-660. 2007

Viewpoint: Taking apart the art: The risk of anatomizing clinical competence.  82:536-541. 2007

Characteristics, roles, and responsibilities of the Designated Institutional Official (DIO) position in graduate medical education.  81:8-16. 2006

Competencies, essential training, and resources viewed by designated institutional officials as important to the position in graduate medical education.  81:426-431. 2006

Erratum: Characteristics, roles, and responsibilities of the designated institutional official (DIO) position in graduate medical education (Academic Medicine (2006) 81 (8-16)).  81:274. 2006

Erratum: Competencies, essential training, and resources viewed as important to the Designated Institutional Official (DIO) position in graduate medical education (Academic Medicine (2006) 81, 1 (8-16)).  81:1025. 2006

Implementing achievable benchmarks in preventive health: A controlled trial in residency education.  81:608-616. 2006

University of alabama school of medicine.  81:645. 2006

A course on the transition to adult care of patients with childhood-onset chronic illnesses.  80:352-355. 2005

Perceptions of operating room tension across professions: Building generalizable evidence and educational resources.  80. 2005

Viewpoint: Teaching professionalism: Is medical morality a competency?.  80:885-891. 2005

University of alabama school of medicine..  79:S1-S2. 2004

Proposed Curricular Objectives to Teach Physicians Competence in Using the World Wide Web.  79:236-240. 2004

The Influence of Quality-of-Life, Academic, and Workplace Factors on Residency Program Selection.  79:417-425. 2004

University of alabama school of medicine..  79. 2004

Teaching resident physicians to provide exercise counseling: A needs assessment.  77:841-844. 2002

A model for assessing information retrieval and application skills of medical students.  77:547-551. 2002

Measuring Contributions to the Research Mission of Medical Schools.  75:304-313. 2000

University of Alabama School of Medicine..  75. 2000

An intervention to increase physicians' use of adherence-enhancing strategies in managing hypercholesterolemic patients.  74:1334-1339. 1999

Faculty training in general internal medicine: A survey of graduates from a research-intensive fellowship program.  74:1253-1255. 1999

Shifting medical education from the icebox to the refrigerator.  73:1-2. 1998

Stark choices for AHCs.  73:839-841. 1998

Using a combined cme course to improve physicians’ skills in eliciting patient adherence.  73:609-610. 1998

The importance of preparing medical students to manage different types of uncertainty.  72:688-692. 1997

A way to approach the strategic decisions facing academic health centers.  71:337-342. 1996

Managing conflicting expectations to better achieve our division’;s goals.  71:816. 1996

Medical universities and academic health centers: Lessons of history.  71:1141-1143. 1996

Change in medical students’ attitudes about primary care during the third year of medical school.  69:927-929. 1994

Debating PMP research.  69:649. 1994

IV: Use of the USMLE to select residents.  68:753-759. 1993

Saying what you mean and meaning what you say: Coupling biomedical terminology and knowledge.  68:257-260. 1993

Who’s to blame for the low production of generalist graduates?.  68:670-671. 1993

Why don't more women choose surgery as a career?.  68:350-351. 1993

Classification model that predicts medical students' choices of primary care or non-primary care specialties.  67:324-327. 1992

Controlled trial using computerized feedback to improve physicians’ diagnostic judgments.  67:345-347. 1992

Factors influencing medical students to choose primary care or non-primary care specialties.  65:S47-S48. 1990

A survey to determine factors influencing medical students’ career choices.  64:417. 1989

Academic performance of reapplicants to a medical school.  64:219-220. 1989

Physician dropout.  64:251. 1989

Relationships among the mcat reading subtest, nelson-denny reading test, and medical school achievement.  60:478-480. 1985

Validity of the new mcat for predicting gpa and nbme part i examination performance.  56:767-769. 1981

Teaching blood gases: An automated display.  51:598-599. 1976