Dorene F Balmer

Biographic Data

ID1729957
NAMEDorene F Balmer
GIVEN NAMESDorene F
FAMILY NAMEBalmer
SIGNATUREBALMER D F
AFFILIATIONSD.F. Balmer is professor of pediatrics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania ; [email protected]
ORCID0000-0001-6805-4062
VERIFIEDYes
TOTAL WORKS30
TOTAL CITATIONS0
AUTHOR COUNT30
EDITOR COUNT0
FIRST PUBLICATION YEAR2015
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Have researchers in health professions education pathologised medical training

    Open AccessDorene F Balmer, May Shum et al.ARTICLEMedical Education2026

    Data sharing is not applicable to this article as no datasets were generated or analysed during the current study

  • In the Eye of the Beholder

    Open AccessDorene F Balmer, Martin Pusic et al.ARTICLEAcademic Medicine2025

  • Clarifying and expanding equity in assessment by considering three orientations

    Open AccessHannah L Kakara Anderson, Marjan Govaerts et al.ARTICLEMedical Education2025

  • Twelve tips for creating a works in progress conference that builds capacity for educational scholarship and creates a scholarly community

    Open AccessPatricia O’sullivan, David M Irby et al.ARTICLEMedical Teacher2025

    Educators have implemented various strategies to build capacity for education scholarship, and often, these strategies focus on a specific set of interested individuals. We perceived a need for a strategy to engage a health professions education community with peer support. The purpose of these 12 tips is to describe an approach in place for nearly two decades that concurrently advances education scholarship and fosters a community that welcomes …

  • Counternarratives that illuminate faculty agency

    Dorene F Balmer, Samuel Rosenblatt et al.ARTICLEMedical Teacher2025

    PURPOSE: Physician educators are often expected to direct educational programs and assume roles that conform to field norms for career advancement but that may not afford meaningful work for educators. The purpose of this study was to describe and analyse the perspectives and actions taken by physician educators in response to tension between feeling compelled to direct an educational program and doing educationally meaningful work. METHODS AND M…

  • Abrasion

    Open AccessHannah L Kakara Anderson, Layla Abdulla et al.ARTICLESocial Science & Medicine2025References: 40

  • Patients, Peers, and Personal Identity

    Open AccessAndrew R Orr, Farah Hussain et al.ARTICLEAcademic Medicine2024

  • “Making Space for More People, More Perspectives, and More Ideas”

    Open AccessJeffrey J H Cheung, Dorene F Balmer et al.ARTICLEAcademic Medicine2024

  • Physicians' lifelong learning journeys

    Open AccessLouise M Allen, Dorene F Balmer et al.ARTICLEMedical Education2024

  • Picking Up Where the Authors Left Off

    Open AccessAndrea N Leep-Hunderfund, Andrea N Leep Hunderfund et al.ARTICLEAcademic Medicine2023

    Reading is ... an act of resistance in a landscape of distraction ... it returns us to a reckoning with time. —David Ulin1 Research is a scientific endeavor that aims to create knowledge by asking relevant questions, using rigorous approaches, and formulating sound conclusions.2–5 These activities ideally culminate in the publication of a manuscript. Conducting rigorous research, communicating the findings in writing, and navigating peer review a…

  • Program Evaluation in Health Professions Education

    Open AccessDorene F Balmer, Hannah L Kakara Anderson et al.ARTICLEAcademic Medicine2023

  • Thinking organizationally and longitudinally to understand gender disparities in academic medicine

    Open AccessA Emiko Blalock, Dorene F BalmerARTICLEMedical Education2023

    Blalock and Balmer demonstrate how using organizational theories and longitudinal qualitative research may enhance analysis of gender disparities in academic medicine and transform organizations into sites of possibilities for women

  • Coordinating Flight Paths to Facilitate Interorganizational Cooperation, Interdependence, and Autonomy

    Meredith E Young, Meredith Young et al.ARTICLEAcademic Medicine2022

    There is an ever-growing number of research and scholarship units that support medical education scholars, 1,2 a wealth of medical education or Health Professions Education master’s 3 and PhD 4 training programs, and a variety of groups and committees for medical educators in North America. To effectively serve their membership, organizations (a term we apply broadly to units, programs, and committees) must have a strong sense of who, what, how, …

  • From What We Are Doing to Why

    Dorene F Balmer, Meredith E Young et al.ARTICLEAcademic Medicine2022

    Major life events afford opportunities to reflect on what matters. For the Research in Medical Education (RIME) Program Planning Committee, the events of 2020 and 2021 have been both celebratory and tragic. RIME turned 60 in 2021, which provided an opportunity to celebrate its longstanding commitment to promoting rigorous research and supporting the professional development of medical education scholars. 1 This celebratory milestone was tempered,…

  • Program Evaluation’s “Next of Kin”

    Open AccessDorene F Balmer, Melissa Klein et al.ARTICLEAcademic Medicine2022

  • Can I Ask a Question About URiM Awards That I Don’t Know the Answer to? Designing an Award for Underrepresented Medical Education Researchers

    Zareen Zaidi, Justin L Sewell et al.ARTICLEAcademic Medicine2022

    Meaningful Equity, Diversity, and Inclusion (EDI) efforts may be stymied by concerns about whether proposed initiatives are performative or tokenistic. The purpose of this project was to analyze discussions by the Research in Medical Education (RIME) Program Planning committee about how best to recognize and support underrepresented in medicine (URiM) researchers in medical education to generate lessons learned that might inform local, national, …

  • Beyond the Guise of Saturation

    Kori A Ladonna, Anthony R Artino et al.ARTICLEJournal of Graduate Medical…2021

  • Entrustable Professional Activities and Entrustment Decision Making

    Olle ten Cate, Dorene F Balmer et al.ARTICLEAcademic Medicine2021

    To establish a research and development agenda for Entrustable Professional Activities (EPAs) for the coming decade, the authors, all active in this area of investigation, reviewed recent research papers, seeking recommendations for future research. They pooled their knowledge and experience to identify 3 levels of potential research and development: the micro level of learning and teaching; the meso level of institutions, programs, and specialty…

  • Medical Students’ Perspectives on Entrustment Decision Making in an Entrustable Professional Activity Assessment Framework

    Angeliz M Caro Monroig, H Carrie Chen et al.ARTICLEAcademic Medicine2021

    PURPOSE: Research on how entrustment decisions are made identifies 5 influential factors (supervisor, trainee, supervisor-trainee relationship, context, task). However, this literature primarily represents the perspective of supervisors in graduate medical education and is conducted outside of an assessment framework where entrustment decisions have consequences for trainees and for patients. To complement the literature, the authors explored how…

  • Endarkening the Epistemé

    Zareen Zaidi, Meredith Young et al.ARTICLEAcademic Medicine2021

    The pervasive violence of racism has been revealed vividly in the past year. The response to the COVID-19 pandemic exacerbated undeniable inequities in health care. Across the globe, people responded to the continual assault on Black life, crystallized by the death of George Floyd and others, by participating in mass uprisings. People have had to reckon, in unanticipated ways, with the unflinching disparities in opportunities, including access to…

  • Reading the Self

    Hetty Cunningham, Delphine S Taylor et al.ARTICLEAcademic Medicine2021

    PURPOSE: To investigate students' experience (over time) with meta-reflection writing exercises, called Signature Reflections. These exercises were used to strengthen reflective capacity, as part of a 4-year reflective writing portfolio curriculum that builds on a recognized strategy for reflection (narrative medicine) and employs longitudinal faculty-mentors. METHOD: In 2018, the authors conducted 5 focus groups with 18 third-year students from …

  • Stability and Change in the Journeys of Medical Trainees

    Dorene F Balmer, Pim W Teunissen et al.ARTICLEAcademic Medicine2021

    PURPOSE: It takes many years for trainees to become physicians-so long that their individual journeys through medical school and residency are seldom systematically studied and thus not well understood. Lack of understanding hinders effective support of future physicians' development across traditional time-bound phases of medical education. The authors initiated a longitudinal qualitative study, tracing a cohort of 6 trainees through the same me…

  • Rime 60 Years

    Zareen Zaidi, Katherine S McOwen et al.ARTICLEAcademic Medicine2021

    This year marks the 60th anniversary (1961–2021) of Research in Medical Education (RIME). Over the past 6 decades, RIME has selected medical education research to be presented each year at the Association of American Medical Colleges Annual Meeting: Learn Serve Lead and published in a supplement of Academic Medicine . In this article, the authors surveyed RIME chairs from the past 20 years to identify ways that RIME has advanced medical education…

  • Navigating landscapes of practice

    Open AccessDorene F Balmer, Samuel Rosenblatt et al.ARTICLEMedical Education2021

  • ‘Whispers and shadows’

    Open AccessT R Wyatt, Dorene F Balmer et al.ARTICLEMedical Education2021