John J Norcini

Datos Biográficos

ID5545677
NOMBREJohn J Norcini
NOMBRESJohn J
APELLIDONorcini
FIRMANORCINI J J
AFILIACIONESFoundation for Advancement of International Medical Education and Research
ORCID0000-0002-8464-4115
VERIFICADOSí
TOTAL DE OBRAS18
TOTAL DE CITAS0
TOTAL COMO AUTOR18
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN1983
AÑO MÁS RECIENTE DE PUBLICACIÓN2025
ÍNDICE H0

  • The trope of ‘subjectivity’ versus ‘objectivity’ in summative assessment

    Open AccessJohn J NorciniARTICLEMedical Education2025

    Reflecting on the long‐observed dichotomy between ‘objective’ and ‘subjective’ assessments, Norcini suggests that all assessments are based on judgments and, hence, we need to be cautious when drawing implications from the distinction

  • The Associations Between United States Medical Licensing Examination Performance and Outcomes of Patient Care

    Open AccessJohn J Norcini, Irina Grabovsky et al.ARTICLEAcademic Medicine2024

  • Managing assessment during curriculum change

    Richard Hays, Tim Wilkinson et al.ARTICLEMedical Teacher2024

    Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations of graduates. Unplanned curriculum evolution arguably happens continually, usually taking the form of "minor" changes that in combination over time may produce a substantially different programme…

  • Going beyond competencies

    Open AccessM Magzoub, Mohi Eldin Magzoub et al.ARTICLEMedical Teacher2024

    INTRODUCTION: Changing health care requires changing medical education. In this position paper it is suggested that subsequent innovations in medical education each had their specific strengths and shortcomings. What they have, however, in common is that they place the medical student and their competencies at their center. Innovation in medical education is inward looking. DISCUSSION: The authors propose a perspective on the medical curriculum i…

  • Quality assurance in health professions education

    Open AccessEliana Martorano Amaral, John J NorciniARTICLEMedical Education2023

  • Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence

    Katharine Boursicot, Stephen Kemp et al.ARTICLEMedical Teacher2023

    INTRODUCTION: The Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions was first convened in 1985 in Ottawa. Since then, what has become known as the Ottawa conference has been held in various locations around the world every 2 years. It has become an important conference for the community of assessment - including researchers, educators, administrators and leaders - to share contemporary knowledge and deve…

  • Assessment of Global Health Education

    Open AccessNathan Douthit, Nathan T Douthit et al.ARTICLEFrontiers in Public Health2021

    Introduction: The standardization of global health education and assessment remains a significant issue among global health educators. This paper explores the role of multiple choice questions (MCQs) in global health education: whether MCQs are appropriate in written assessment of what may be perceived to be a broad curriculum packed with fewer facts than biomedical science curricula; what form the MCQs might take; what we want to test; how to se…

  • Implementing a Practical Global Health Curriculum

    Open AccessSeema Biswas, Nathan Douthit et al.ARTICLEFrontiers in Public Health2020

    Background: A growing number of medical schools across the world have incorporated global health (GH) into their curricula. While several schools focus GH education on lecture-based courses, our premise is that global health education should embody a holistic approach to patient care and medical education in local communities. Medical students may learn global health by focusing on real patients, their families and communities as part of a practi…

  • We Must Graduate Physicians, Not Doctors

    Mantosh J Dewan, Mantosh Dewan et al.ARTICLEAcademic Medicine2020

    Today, medical schools graduate doctors, not physicians. Thousands of doctors who are U.S. citizens and graduates of U.S. and international medical schools will never become physicians because they do not obtain a residency position. Doctors need at least one year of residency to become a licensed physician. However, 4,099 applicants in 2018 and 4,170 in 2019 failed to get a position through the National Resident Matching Program Main Match; abou…

  • International Medical Graduates

    Zareen Zaidi, Mantosh Dewan et al.ARTICLEAcademic Medicine2020

    International medical school graduates (IMGs) play a vital role in the health care system of the United States. They constitute roughly one-quarter of the physician workforce, comprising a significant proportion of the primary care providers in high-need rural and urban areas, where they provide equal and, in some instances, better care than U.S. graduates. Nonetheless, they face a series of hurdles in entering U.S. residency programs and through…

  • Academic excellence in Latin America

    Klaus Püschel, Arnoldo Riquelme et al.ARTICLEMedical Teacher2020

    Context: Social accountability of medical schools has emerged as a standard of excellence in medical education during the last decade. However, the lack of valid and reliable instruments to estimate social accountability has limited the possibility of measuring the impact that medical schools have in society. Our aim was to develop an instrument and validate its use for assessing social accountability in Latin American countries.Methods: We used …

  • Entrustment decisions

    Ara Tekian, Gonzalo Sáenz de Buruaga et al.ARTICLEMedical Teacher2020

    With increased interest in the use of entrustable professional activities (EPAs) in undergraduate and postgraduate medical education, comes questions about their implications for curriculum development and assessment. This paper addresses some of those questions, discussed at a symposium of the 2017 conference of AMEE, by presenting the components of an EPA, describing their importance and application, identifying their implications for assessmen…

  • Consensus framework for good assessment

    John J Norcini, M Brownell Anderson et al.ARTICLEMedical Teacher2018

    Introduction: In 2010, the Ottawa Conference produced a set of consensus criteria for good assessment. These were well received and since then the working group monitored their use. As part of the 2010 report, it was recommended that consideration be given in the future to preparing similar criteria for systems of assessment. Recent developments in the field suggest that it would be timely to undertake that task and so the working group was recon…

  • Outcomes of Cardiac Surgery

    John J Norcini, John R Boulet et al.ARTICLEMedical Care2013Referencias: 11

    BACKGROUND: Although there are several studies of the human and system factors that influence the outcomes of cardiac surgery, it remains difficult to draw conclusions because many do not simultaneously adjust for the characteristics of patients, physicians, and institutions. The current study explores the associations between these factors and inhospital mortality, with a particular focus on whether patients had the same operating and attending …

  • Workplace-based assessment as an educational tool

    John J Norcini, Vanessa BurchARTICLEMedical Teacher2007

    BACKGROUND: There has been concern that trainees are seldom observed, assessed, and given feedback during their workplace-based education. This has led to an increasing interest in a variety of formative assessment methods that require observation and offer the opportunity for feedback. AIMS: To review some of the literature on the efficacy and prevalence of formative feedback, describe the common formative assessment methods, characterize the na…

  • Assessment methods in medical education

    Open AccessJohn J Norcini, Danette McKinley et al.ARTICLETeaching and Teacher Education2007Referencias: 2

  • Assessment of Clinical Competence

    David B Swanson, John J Norcini et al.ARTICLEAssessment & Evaluation in Higher…1987

    Written and computer‐based clinical simulations have been used in the health professions to assess aspects of clinical competence for many years. However, this review of the dozens of studies of their psychometric characteristics fmds little evidence to justify their continued use. While studies of the fidelity of simulations have demonstrated that examinees feel they are realistic and have good face validity, reliability studies have repeatedly …

  • The effects of modeling and cognitive induction on the moral reasoning of adolescents

    Open AccessJohn J Norcini, Samuel S SnyderARTICLEJournal of Youth and Adolescence1983Referencias: 17