Stanley J Hamstra

Datos Biográficos

ID8648366
NOMBREStanley J Hamstra
NOMBRESStanley J
APELLIDOHamstra
FIRMAHAMSTRA S J
AFILIACIONESAccreditation Council for Graduate Medical Education, Chicago, IL, USA
ORCID0000-0002-0680-366X
VERIFICADOSí
TOTAL DE OBRAS16
TOTAL DE CITAS0
TOTAL COMO AUTOR16
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2011
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H0

  • Geopolitics, international collaborations and publication ethics

    Open AccessOlle ten Cate, Vanessa Burch et al.ARTICLEMedical Education2026

    No abstract available

  • Medical competence as a multilayered construct

    Open AccessOlle ten Cate, Natasha Khursigara‐Slattery et al.ARTICLEMedical Education2024

  • Association of Surgical Resident Competency Ratings With Patient Outcomes

    Open AccessDaniel E Kendrick, Angela E Thelen et al.ARTICLEAcademic Medicine2023

  • An Empirical Investigation Into Milestones Factor Structure Using National Data Derived From Clinical Competency Committees

    Open AccessKenji Yamazaki, Eric S Holmboe et al.ARTICLEAcademic Medicine2022

  • Ready, set, go! Evaluating readiness to implement competency-based medical education

    Warren J Cheung, Andrew K Hall et al.ARTICLEMedical Teacher2022

    PURPOSE: Organizational readiness is critical for successful implementation of an innovation. We evaluated program readiness to implement Competence by Design (CBD), a model of Competency-Based Medical Education (CBME), among Canadian postgraduate training programs. METHODS: framework of organizational readiness and addressed: program motivation, general capacity for change, and innovation-specific capacity. An overall readiness score was calcula…

  • Entrustment Decision Making

    Olle ten Cate, Carol Carraccio et al.ARTICLEAcademic Medicine2021

    The iconic Miller’s pyramid, proposed in 1989, characterizes 4 levels of assessment in medical education (“knows,” “knows how,” “shows how,” “does”). The frame work has created a worldwide awareness of the need to have different assessment approaches for different expected outcomes of education and training. At the time, Miller stressed the innovative use of simulation techniques, geared at the third level (“shows how”); however, the “does” level…

  • Exploring the Association Between USMLE Scores and ACGME Milestone Ratings

    Open AccessStanley J Hamstra, Monica M Cuddy et al.ARTICLEAcademic Medicine2021

    PURPOSE: The United States Medical Licensing Examination (USMLE) sequence and the Accreditation Council for Graduate Medical Education (ACGME) milestones represent 2 major components along the continuum of assessment from undergraduate through graduate medical education. This study examines associations between USMLE Step 1 and Step 2 Clinical Knowledge (CK) scores and ACGME emergency medicine (EM) milestone ratings. METHOD: In February 2019, sub…

  • Becoming a deliberately developmental organization

    Berenike Thomas, Holly Caretta‐Weyer et al.ARTICLEMedical Teacher2021

    Medical education is situated within health care and educational organizations that frequently lag in their use of data to learn, develop, and improve performance. How might we leverage competency-based medical education (CBME) assessment data at the individual, program, and system levels, with the goal of redefining CBME from an initiative that supports the development of physicians to one that also fosters the development of the faculty, admini…

  • Clarifying essential terminology in entrustment

    Daniel J Schumacher, Olle ten Cate et al.ARTICLEMedical Teacher2021

    With the rapid uptake of entrustable professional activties and entrustment decision-making as an approach in undergraduate and graduate education in medicine and other health professions, there is a risk of confusion in the use of new terminologies. The authors seek to clarify the use of many words related to the concept of entrustment, based on existing literature, with the aim to establish logical consistency in their use. The list of proposed…

  • On the validity of summative entrustment decisions

    Claire Touchie, Benjamin Kinnear et al.ARTICLEMedical Teacher2021

    Health care revolves around trust. Patients are often in a position that gives them no other choice than to trust the people taking care of them. Educational programs thus have the responsibility to develop physicians who can be trusted to deliver safe and effective care, ultimately making a final decision to entrust trainees to graduate to unsupervised practice. Such entrustment decisions deserve to be scrutinized for their validity. This end-of…

  • Comparison of Male and Female Resident Milestone Assessments During Emergency Medicine Residency Training

    Open AccessSally A Santen, Kenji Yamazaki et al.ARTICLEAcademic Medicine2020

    PURPOSE: A previous study found that milestone ratings at the end of training were higher for male than for female residents in emergency medicine (EM). However, that study was restricted to a sample of 8 EM residency programs and used individual faculty ratings from milestone reporting forms that were designed for use by the program's Clinical Competency Committee (CCC). The objective of this study was to investigate whether similar results woul…

  • Using Longitudinal Milestones Data and Learning Analytics to Facilitate the Professional Development of Residents

    Open AccessEric S Holmboe, Kenji Yamazaki et al.ARTICLEAcademic Medicine2020

    PURPOSE: To investigate the effectiveness of using national, longitudinal milestones data to provide formative assessments to identify residents at risk of not achieving recommended competency milestone goals by residency completion. The investigators hypothesized that specific, lower milestone ratings at earlier time points in residency would be predictive of not achieving recommended Level (L) 4 milestones by graduation. METHOD: In 2018, the in…

  • The Evolution of Assessment

    Eric S Holmboe, Kenji Yamazaki et al.ARTICLEAcademic Medicine2020

    Becoming a physician or other health care professional is a complex and intensely developmental process occurring over a prolonged period of time. The learning path for each medical student, resident, and fellow varies due to different individual learner abilities and curricular designs, clinical contexts, and assessments used by the training program. The slow and uneven evolution to outcomes-based medical education is partly the result of inadeq…

  • Years Later

    Open AccessSusan Humphrey‐Murto, Susan Humphrey-Murto et al.ARTICLEAcademic Medicine2020

    PURPOSE: Internationally, health professions education scholarship units (HPESUs) are often developed to promote engagement in educational scholarship, yet little is known about how HPESUs change over time or what factors support their longevity. In hopes of helping HPESUs thrive, this study explored factors that shaped the evolution of 8 HPESUs over the past 14 years. METHOD: This study involved retrospective case-study analysis of the 8 America…

  • What can regulatory bodies do to help implement competency-based medical education

    Markku T Nousiainen, Fedde Scheele et al.ARTICLEMedical Teacher2020

    In response to the numerous challenges resident trainees currently face in their ability to competently acquire the requisite skills, knowledge and attitudes upon graduation, medical educators have looked to a competency-based medical education (CBME) approach as a possible solution. As CBME has already been implemented in many jurisdictions around the world, certain challenges in implementation have been experienced. One important challenge iden…

  • Technology-Enhanced Simulation for Health Professions Education

    Donald A Cook, David A Cook et al.ARTICLEJAMA2011

    CONTEXT: Although technology-enhanced simulation has widespread appeal, its effectiveness remains uncertain. A comprehensive synthesis of evidence may inform the use of simulation in health professions education. OBJECTIVE: To summarize the outcomes of technology-enhanced simulation training for health professions learners in comparison with no intervention. DATA SOURCE: Systematic search of MEDLINE, EMBASE, CINAHL, ERIC, PsychINFO, Scopus, key j…