Assessment Reconsidered
Emphasizing Primary Prevention in the Curriculum to Mitigate Prescription Drug Abuse
In Reply to Manion and Khan
Moving Towards a Mixed-Method Approach to Educational Assessments
More on Emotions in Medical Education and Practice
More on Emotions in Medical Education and Practice
It’s Time to Increase Community Hospital-Based Health Research
Secondary Medical School Applications Place an Unfair Financial Burden on Middle- and Lower-Income Applicants
Using Video-Conference Interviews in the Residency Application Process
Streamlining the Medical School Admissions Process for Couples
The Ugly Truth About Multiple Mini-Interviews in Medical School Admissions
SOAP for Everyone
Medical School Admissions
The Match
Less Fantasy, More Reality
Who Is a Medical Scientist Training Program Student? Interviewing for an MD–PhD as a “Nontraditional” Researcher
USMLE Step 1 “Score Creep” Adversely Affects Dual-Degree Students
New Medical Student Performance Evaluation Standards
Assessment in Medical Education Focuses Too Narrowly on Test Scores
Clinical Skills in the Age of Google
Incorporating Formative Assessments Into the Preclerkship Lecture
Do “Good” Medical Students Really Make Good Doctors?
Medical Students Call for Single-Payer National Health Insurance
Entrustment Decisions
Is It Time for Entrustable Professional Activities for Residency Program Directors?
What Matters More About the Interpersonal Reactivity Index and the Jefferson Scale of Empathy? Their Underlying Constructs or Their Relationships With Pertinent Measures of Clinical Competence and Patient Outcomes?
Transforming Medical Assessment
Using Contribution Analysis to Evaluate Competency-Based Medical Education Programs
Constructing a Shared Mental Model for Faculty Development for the Core Entrustable Professional Activities for Entering Residency
Implementing an Entrustable Professional Activities Framework in Undergraduate Medical Education
Live and Let Live
Greener, Brighter
Commentary on “Greener, Brighter”
Finding a Path to Entrustment in Undergraduate Medical Education
Beyond Selection
Artist’s Statement
Internal Medicine Residency Program Directors’ Views of the Core Entrustable Professional Activities for Entering Residency
How Entrustment Is Informed by Holistic Judgments Across Time in a Family Medicine Residency Program
A Patient-Centered Approach to Developing Entrustable Professional Activities
Validity Evidence From Ratings of Pediatric Interns and Subinterns on a Subset of Pediatric Milestones
Critical Deficiency Ratings in Milestone Assessment
Surgical Trainee Feedback-Seeking Behavior in the Context of Workplace-Based Assessment in Clinical Settings
Clinical Performance Evaluations of Third-Year Medical Students and Association With Student and Evaluator Gender
Are Female Applicants Rated Higher Than Males on the Multiple Mini-Interview? Findings From the University of Calgary
Are Scores From NBME Subject Examinations Valid Measures of Knowledge Acquired During Clinical Clerkships?
Emotional Learning and Identity Development in Medicine
Measuring Medical Students’ Empathy
Using In-Training Evaluation Report (ITER) Qualitative Comments to Assess Medical Students and Residents
Factors Influencing Mini-CEX Rater Judgments and Their Practical Implications
The Steps Model