Michael S Ryan

Datos Biográficos

ID5098528
NOMBREMichael S Ryan
NOMBRESMichael S
APELLIDORyan
FIRMARYAN M S
AFILIACIONESM.S. Ryanis associate professor and assistant dean for clinical medical education, Department of Pediatrics, Virginia Commonwealth University, Richmond, Virginia; ORCID:.
ORCID0000-0003-3266-9289
VERIFICADOSí
TOTAL DE OBRAS33
TOTAL DE CITAS1
TOTAL COMO AUTOR33
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN1975
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H1

  • How postgraduate medical trainees conceptualise management reasoning

    Open AccessAndrew S Parsons, Charles Morris et al.ARTICLEMedical Education2026

  • Measuring the Master Adaptive Learner

    Sally A Santen, Adam Funk et al.ARTICLEMedical Teacher2026

    PURPOSE: The Master Adaptive Learner (MAL) is a model describing the collective skills of planning, learning, assessing, and adjusting that may translate into continually improving clinical proficiency. The objective of this study was to develop a MAL assessment instrument to measure these skills. METHOD: 1,427 students completed the 36-item candidate MAL instrument. The authors performed exploratory factor analysis (EFA) on half of the dataset. …

  • The 2025 Rime Foreword

    Open AccessT R Wyatt, Michael S Ryan et al.ARTICLEAcademic Medicine2025

    Medical education scholars, particularly those early in their careers, frequently encounter challenges in integrating theory into their research, a common point of feedback from peer review processes such as the Research in Medical Education (RIME) series. Theory, defined as interconnected ideas or principles, offers a structured lens to understand complex educational phenomena. It helps organize existing knowledge, predict outcomes, and explain …

  • Parenting in Medical School

    Emily Carroll, Emily K Carroll et al.ARTICLEAcademic Medicine2025

  • Variability in Learner Performance Using the ACGME Harmonized Milestones During the First Year of Postgraduate Training

    Open AccessSally A Santen, Michael S Ryan et al.ARTICLEAcademic Medicine2025

  • Stepping Back

    Open AccessRebecca L Toonkel, Arnyce R Pock et al.ARTICLEAcademic Medicine2025

    Although most students complete Step 1 before clerkships, some institutions delay the exam until after clerkships. The change to pass/fail grading adds additional complexity that should be considered when deciding about exam timing. Both early and late administration may affect learning outcomes, learner behavior, student well-being, and residency match success. Step 1 completion before clerkships promotes learning outcomes (e.g., integration and…

  • Exploring Medical Student Experiences With Direct Observation During the Pediatric Clerkship

    Open AccessCapri P Alex, H Barrett Fromme et al.ARTICLEAcademic Medicine2024

  • What Lies Beneath

    Open AccessJorie M Colbert-Getz, Michael S Ryan et al.ARTICLEAcademic Medicine2024

    Medical education is a complex field involving interacting contexts of settings, individuals, and institutional culture. Understanding how contexts interact is important for the applicability of research findings. In this article, the authors describe contexts highlighted in this year’s Research in Medical Education articles related to being and belonging, the definition of medical education, assessment and feedback, and learning and climate. The…

  • How well do workplace‐based assessments support summative entrustment decisions? A multi‐institutional generalisability study

    Open AccessMichael S Ryan, Katherine A Gielissen et al.ARTICLEMedical Education2024

  • Competency-Based Medical Education in a Norm-Referenced World

    Open AccessMichael S Ryan, Kimberly D Lomis et al.ARTICLEAcademic Medicine2023

    Competency-based medical education (CBME) requires a criterion-referenced approach to assessment. However, despite best efforts to advance CBME, there remains an implicit, and at times, explicit, demand for norm-referencing, particularly at the junction of undergraduate medical education (UME) and graduate medical education (GME). In this manuscript, the authors perform a root cause analysis to determine the underlying reasons for continued norm-…

  • Transition to Residency

    Open AccessYoung-Shin Park, Michael S Ryan et al.ARTICLEAcademic Medicine2023

  • A Longitudinal, Structured Clinical Remediation Program for Medical Students

    Open AccessGregory Young, Jessica Meyer et al.ARTICLEAcademic Medicine2023

    Purpose: Clinical competency in undergraduate medical education (UME) is not obtained uniformly across all learners.1 Remediation efforts are needed when students are not progressing as expected. Though academic remediation to improve test taking is common, there is no agreed-upon structure for identification, remediation, and postremediation assessment of clinical performance struggles across UME programs.2,3 Best practices include early assessm…

  • Summative Entrustment Decisions in UME

    Open AccessAndrew S Parsons, Jessica Greenfield et al.ARTICLEAcademic Medicine2023

    Purpose: Increasing numbers of medical schools have implemented the Core Entrustable Professional Activities (EPAs) into their curricula1 and members of the Core EPA pilot have shared their experience rendering entrustment decisions using a dedicated entrustment committee (EC).2,3 However, to date, entrustment decisions have been a formative exercise to examine the process3; they have not been binding so as to actually limit a learner’s progressi…

  • Workplace-Based Entrustment Scales for the Core EPAs

    Michael S Ryan, Asra R Khan et al.ARTICLEAcademic Medicine2022

    PURPOSE: In undergraduate medical education (UME), competency-based medical education has been operationalized through the 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs). Direct observation in the workplace using rigorous, valid, reliable measures is required to inform summative decisions about graduates' readiness for residency. The purpose of this study is to investigate the validity evidence of 2 proposed workpl…

  • A Question of Scale? Generalizability of the Ottawa and Chen Scales to Render Entrustment Decisions for the Core EPAs in the Workplace

    Michael S Ryan, Rebecca Khamishon et al.ARTICLEAcademic Medicine2022

    PURPOSE: Assessments of the Core Entrustable Professional Activities (Core EPAs) are based on observations of supervisors throughout a medical student's progression toward entrustment. The purpose of this study was to compare generalizability of scores from 2 entrustment scales: the Ottawa Surgical Competency Operating Room Evaluation (Ottawa) scale and an undergraduate medical education supervisory scale proposed by Chen and colleagues (Chen). A…

  • Competency-Based Medical Education

    Michael S Ryan, Eric S Holmboe et al.ARTICLEAcademic Medicine2022

    Advancement toward competency-based medical education (CBME) has been hindered by inertia and a myriad of implementation challenges, including those associated with assessment of competency, accreditation/regulation, and logistical considerations. The COVID-19 pandemic disrupted medical education at every level. Time-in-training sometimes was shortened or significantly altered and there were reductions in the number and variety of clinical exposu…

  • Competency-Based Frameworks in Medical School Education Programs

    Michael S Ryan, Angela D Blood et al.ARTICLEAcademic Medicine2022

    PURPOSE: Educational program objectives (EPOs) provide the foundation for a medical school's curriculum. In recent years, the Liaison Committee on Medical Education (LCME) endorsed an outcomes-based approach to objectives, to embrace the movement toward competency-based medical education (CBME). The purpose of this study was to explore the CBME frameworks used by medical schools in formulating their EPOs. A secondary aim was to determine factors …

  • Competency-based medical education across the continuum

    Michael S Ryan, William Iobst et al.ARTICLEMedical Teacher2022

    INTRODUCTION: Competency-based medical education (CBME) provides a framework for describing learner progression throughout training. However, specific approaches to CBME implementation vary widely across educational settings. Alignment between various methods used across the continuum is critical to support transitions and assess learner performance. The purpose of this study was to investigate alignment between CBME frameworks used in undergradu…

  • Revisiting the Core Entrustable Professional Activities for Entering Residency

    Jonathan M Amiel, Dorothy A Andriole et al.ARTICLEAcademic Medicine2021

    The Core EPAs for Entering Residency Pilot project aimed to test the feasibility of implementing 13 entrustable professional activities (EPAs) at 10 U.S. medical schools and to gauge whether the use of the Core EPAs could improve graduates’ performance early in residency. In this manuscript, the authors (members of the pilot institutions and Association of American Medical Colleges staff supporting the project evaluation) describe the schools’ ca…

  • A Question of Scale? Comparison of Generalizability in Ottawa and Chen Scales When Used to Formulate Ad Hoc Entrustment Decisions for the Core EPAs

    Michael S Ryan, Rebecca Khamishon et al.ARTICLEAcademic Medicine2021

    Purpose: Assessment of the Core Entrustable Professional Activities (Core EPAs) is based on observations of supervisors throughout a medical student’s progression toward entrustment. 1,2 In our previous work, we examined performance of the Ottawa Clinic Assessment Tool (Ottawa) 3 when used to measure medical student performance of the Core EPAs in the workplace setting. 4 The findings from that study demonstrated poor generalizability of the Otta…

  • Generalizability of the Ottawa Surgical Competency Operating Room Evaluation (O-SCORE) Scale to Assess Medical Student Performance on Core EPAs in the Workplace

    Michael S Ryan, Alicia Richards et al.ARTICLEAcademic Medicine2021

    PURPOSE: Assessment of the Core Entrustable Professional Activities for Entering Residency (Core EPAs) requires direct observation of learners in the workplace to support entrustment decisions. The purpose of this study was to examine the internal structure validity evidence of the Ottawa Surgical Competency Operating Room Evaluation (O-SCORE) scale when used to assess medical student performance in the Core EPAs across clinical clerkships. METHO…

  • Evaluating the Reliability and Validity Evidence of the Rime (Reporter–Interpreter–Manager–Educator) Framework for Summative Assessments Across Clerkships

    Michael S Ryan, Bennett Lee et al.ARTICLEAcademic Medicine2021

    PURPOSE: The ability of medical schools to accurately and reliably assess medical student clinical performance is paramount. The RIME (reporter-interpreter-manager-educator) schema was originally developed as a synthetic and intuitive assessment framework for internal medicine clerkships. Validity evidence of this framework has not been rigorously evaluated outside of internal medicine. This study examined factors contributing to variability in R…

  • Clerkship Grading and the U.S. Economy

    Michael S Ryan, E Marshall Brooks et al.ARTICLEAcademic Medicine2021

    Clerkship grades (like money) are a social construct that function as the currency through which value exchanges in medical education are negotiated between the system’s various stakeholders. They provide a widely recognizable and efficient medium through which learner development can be assessed, tracked, compared, and demonstrated and are commonly used to make decisions regarding progression, distinction, and selection for residency. However, s…

  • Medical Students’ Views on Implementing the Core EPAs

    Joseph R Geraghty, Raechelle G Ocampo et al.ARTICLEAcademic Medicine2021

    In 2014, the Association of American Medical Colleges recruited 10 institutions across the United States to pilot the 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs). The goal was to establish a competency-based framework to prepare graduating medical students for the transition to residency. Within the Core EPAs pilot, medical students play an influential role in the development and implementation of EPA-related cu…

  • Virginia Commonwealth University School of Medicine

    Michael S Ryan, Diane M Biskobing et al.ARTICLEAcademic Medicine2020

    Medical Education Program Highlights Students enrolled at Virginia Commonwealth University School of Medicine (VCU-SOM) are engaged in diverse learning opportunities in the classroom, patient care areas, and the larger community. In 2013, a major curriculum redesign was completed. A traditional 2-year preclinical curriculum was replaced with an 18-month integrated systems-based curriculum that emphasizes active learning opportunities. The clinica…