Michael J Cullen

Biographic Data

ID3879899
NAMEMichael J Cullen
GIVEN NAMESMichael J
FAMILY NAMECullen
SIGNATURECULLEN M J
AFFILIATIONSM.J. Cullen is senior director of assessment, evaluation, and research for graduate medical education, University of Minnesota Medical School, Minneapolis, Minnesota
ORCID0000-0002-4755-4276
VERIFIEDYes
TOTAL WORKS13
TOTAL CITATIONS25
WORKS AS AUTHOR13
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1976
LATEST PUBLICATION YEAR2024
H-INDEX1

  • Perceptions of Justice in Clinical Learning Environments

    Open AccessMichael J Cullen, Jessica Hane et al.ARTICLEAcademic Medicine2024

  • Differences in Trainee Evaluations of Faculty by Rater and Ratee Gender

    Open AccessMichael J Cullen, You Zhou et al.ARTICLEAcademic Medicine2023

  • Can a Situational Judgment Test Identify Trainees at Risk of Professionalism Issues? A Multi-Institutional, Prospective Cohort Study

    Michael J Cullen, Charlene Zhang et al.ARTICLEAcademic Medicine2022

    PURPOSE: To determine whether overall situational judgment test (SJT) scores are associated with programs' clinical competency committee (CCC) ratings of trainee professionalism, any concerning behavior, and concerning behavior requiring active remediation at 2 time periods. METHOD: In fall 2019, trainees from 17 U.S. programs (16 residency, 1 fellowship) took an online 15-scenario SJT developed to measure 7 dimensions of professionalism. CCC mid…

  • The Minnesota Method

    Patricia M Hobday, Emily Borman-Shoap et al.ARTICLEAcademic Medicine2021

    PROBLEM: Assessment has been the Achilles heel of competency-based medical education. It requires a program of assessment in which outcomes are clearly defined, students know where they are in the development of the competencies, and what the next steps are to attaining them. Achieving this goal in a feasible manner has been elusive with traditional assessment methods alone. The Education in Pediatrics Across the Continuum (EPAC) program at the U…

  • Validity Evidence for Assessing Entrustable Professional Activities During Undergraduate Medical Education

    Claudio Violato, Michael J Cullen et al.ARTICLEAcademic Medicine2021

    PURPOSE: To explore validity evidence for the use of entrustable professional activities (EPAs) as an assessment framework in medical education. METHOD: Formative assessments on the 13 Core EPAs for entering residency were collected for 4 cohorts of students over a 9- to 12-month longitudinal integrated clerkship as part of the Education in Pediatrics Across the Continuum pilot at the University of Minnesota Medical School. The students requested…

  • Development of a taxonomy of unprofessional behavior in clinical learning environments using learner-generated critical incidents

    Michael J Cullen, Charlene Zhang et al.ARTICLEMedical Teacher2021

    PURPOSE: Few studies have examined medical residents' and fellows' (trainees) direct experience of unprofessional behavior in clinical learning environments (CLE). The purpose of this study was to create a taxonomy of unprofessional behavior in CLEs using critical incidents gathered from trainees. METHOD: In step 1 (data collection), the authors collected 382 critical incidents from trainees at more than a dozen CLEs over a six-year period (2013-…

  • On Interpreting Research on Stereotype Threat and Test Performance

    Paul R Sackett, Chaitra M Hardison et al.ARTICLEAmerican Psychologist2005

  • On the Value of Correcting Mischaracterizations of Stereotype Threat Research

    Paul R Sackett, Chaitra M Hardison et al.ARTICLEAmerican Psychologist2004

  • On the Value of Correcting Mischaracterizations of Stereotype Threat Research

    Paul R Sackett, Chaitra M Hardison et al.ARTICLEAmerican Psychologist2004

  • On Interpreting Stereotype Threat as Accounting for African American-White Differences on Cognitive Tests

    Paul R Sackett, Chaitra M Hardison et al.ARTICLEAmerican Psychologist2004Cited by: 24References: 5

    C. M. Steele and J. Aronson (1995) showed that making race salient when taking a difficult test affected the performance of high-ability African American students, a phenomenon they termed stereotype threat. The authors document that this research is widely misinterpreted in both popular and scholarly publications as showing that eliminating stereotype threat eliminates the African American-White difference in test performance. In fact, scores we…

  • On interpreting stereotype threat as accounting for African American-White differences on cognitive tests

    Paul R Sackett, Chaitra M Hardison et al.ARTICLEAmerican Psychologist2004Cited by: 1

  • The Statistical Movement in Early Victorian Britain

    D V Gla, D V Glass et al.ARTICLEPopulation Studies1976

    The author's purpose is to examine the statistical movement, especially in the 1830s and 1840s until its demise in 1852, in order to find out how it organized itself, to assess its achievements and to discover a distinctive philosophy, if it had one.Most, but not all, of the social statisticians of the time are included here and their activities are introduced by a survey of British social statistics from 1660 to 1830.The remainder of the book is…

  • The Statistical Movement in Early Victorian Britain

    B R Mitchell, Michael J CullenARTICLEThe Economic History Review1976

    The author's purpose is to examine the statistical movement, especially in the 1830s and 1840s until its demise in 1852, in order to find out how it organized itself, to assess its achievements and to discover a distinctive philosophy, if it had one.Most, but not all, of the social statisticians of the time are included here and their activities are introduced by a survey of British social statistics from 1660 to 1830.The remainder of the book is…