Jason R Frank

Biographic Data

ID4868453
NAMEJason R Frank
GIVEN NAMESJason R
FAMILY NAMEFrank
SIGNATUREFRANK J R
AFFILIATIONSUniversity of Ottawa
ORCID0000-0002-6076-0146
VERIFIEDYes
TOTAL WORKS27
TOTAL CITATIONS0
WORKS AS AUTHOR27
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2010
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Implementation of entrustable professional activities for interns within the new Australian National Framework

    Open AccessChristina E Johnson, Ambika Wakhlu et al.ARTICLEBMC Medical Education2026

    BACKGROUND: Programs worldwide are introducing programmatic assessment and Entrustable Professional Activities (EPAs) with strong theoretical foundations and growing research evidence regarding potential benefits. In Australia, the new National Framework for Prevocational Medical Training includes four EPAs for doctors in PGY1-2, who rotate through different specialties to gain broad experience: EPA1:Clinical assessment, EPA2:Recognition and Care…

  • Everybody hurts

    Open AccessLara Varpio, Linda Snell et al.ARTICLEMedical Education2026

    The peer review process supports authors by providing feedback on manuscripts from external, expert readers. However, not all reviews are supportive. Some reviews are just painful. But just how painful are they? In this study, we set out to validate a matrix describing the levels of pain authors experience in response to the sting of peer reviewer comments. The study was carried out in two phases. In Phase 1, we developed a matrix combining two s…

  • In EPAs we trust, is quality and safety a must? A cross-specialty analysis of entrustable professional activity guides

    Open AccessAllison Brown, Julie La et al.ARTICLEMedical Teacher2025

    PURPOSE: The inclusion of quality improvement (QI) and patient safety (PS) into CanMEDS reflects an expectation that graduating physicians are competent in these areas upon training completion. To ensure that Canadian postgraduate specialty training achieves this, the translation of QI/PS competencies into training standards as part of the implementation of competency-based medical education requires special attention. METHODS: We conducted a cro…

  • The voices of medical education scholarship

    Open AccessLauren A Maggio, Joseph A Costello et al.ARTICLEMedical Education2023

  • Assessing the utility of a novel entrustment‐supervision assessment tool

    Open AccessSebastian Dewhirst, Timothy J Wood et al.ARTICLEMedical Education2023

  • Delineating the field of medical education

    Open AccessLauren A Maggio, Anton Boudreau Ninkov et al.ARTICLEMedical Education2022

  • 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…

  • Implementation of competence committees during the transition to CBME in Canada

    Warren J Cheung, Natalie Wagner et al.ARTICLEMedical Teacher2022

    PURPOSE: This study evaluated the fidelity of competence committee (CC) implementation in Canadian postgraduate specialist training programs during the transition to competency-based medical education (CBME). METHODS: A national survey of CC chairs was distributed to all CBME training programs in November 2019. Survey questions were derived from guiding documents published by the Royal College of Physicians and Surgeons of Canada reflecting inten…

  • Beyond the Age of Democratic Revolution

    Open AccessJason R FrankARTICLEDemocratic Theory2022

  • Response to Elisabeth R. Anker’s Review of The Democratic Sublime

    Open AccessJason R FrankARTICLEPerspectives on Politics2022

    An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button

  • Book Symposium

    Open AccessKaruna Mantena, Каруна Мантена et al.ARTICLEDemocratic Theory2022References: 4

    Theorizing the Democratic Crowd: From the Who to the How of Popular Assembly From the Boundaries of the People to their Enactment: A New Terrain for Democratic Theory Popular Sovereignty, Aesthetics, and Emancipation Beyond the Age of Democratic Revolution

  • The Role of EPAs in Creating a National System of Time-Variable Competency-Based Medical Education

    Jolanta Karpinski, Jason R FrankARTICLEAcademic Medicine2021

    Entrustable professional activities (EPAs) have emerged as a meaningful framework for achieving competency-based medical education (CBME). However, little is known about how to adapt EPAs to large-scale, multispecialty, system-wide implementations. The authors describe the design and experience of creating such a system based on EPAs and the Van Melle Core Components Framework for all accredited training programs under the auspices of the Royal C…

  • Capturing outcomes of competency-based medical education

    Elaine Van Melle, Andrew K Hall et al.ARTICLEMedical Teacher2021

    There is an urgent need to capture the outcomes of the ongoing global implementation of competency-based medical education (CBME). However, the measurement of downstream outcomes following educational innovations, such as CBME is fraught with challenges stemming from the complexities of medical training, the breadth and variability of inputs, and the difficulties attributing outcomes to specific educational elements. In this article, we present a…

  • Further on the journey in a complex adaptive system

    Jason R Frank, Linda Snell et al.ARTICLEMedical Teacher2021

    By making time a constant, we make achievement a variable. Hilliard Jason, 1970 (Jason 1970a)Health professions education (HPE) is a complex adaptive system (Snowden and Boone 2007). Large-scale sy

  • Questioning medical competence

    Open AccessOlle ten Cate, Karen Schultz et al.ARTICLEMedical Teacher2021

    should conditions for licensing be reconsidered? Should rules of liability be adapted to match the need for rapid redeployment? We do not propose a blueprint for the future of medical training but rather aim to provoke discussions needed to build a workforce that is competent to cope with future health care crises

  • Outcomes of competency-based medical education

    Andrew K Hall, Daniel J Schumacher et al.ARTICLEMedical Teacher2021

    As the global transformation of postgraduate medical training continues, there are persistent calls for program evaluation efforts to understand the impact and outcomes of competency-based medical education (CBME) implementation. The measurement of a complex educational intervention such as CBME is challenging because of the multifaceted nature of activities and outcomes. What is needed, therefore, is an organizational taxonomy to both conceptual…

  • The Democratic Sublime

    Jason Frank, Jason R FrankBOOKDemocratic Sublime2021

    The transition from royal to popular sovereignty during the age of democratic revolutions—from 1776 to 1848—entailed not only the reorganization of institutions of governance and norms of political legitimacy, but also a dramatic transformation in the iconography and symbolism of political power. The representational difficulties posed by the replacement of the personal and external rule of the king, whose body was the tangible locus of authority…

  • Building the Bridge to Quality

    Brian M Wong, Karyn D Baum et al.ARTICLEAcademic Medicine2020

    Current models of quality improvement and patient safety (QIPS) education are not fully integrated with clinical care delivery, representing a major impediment toward achieving widespread QIPS competency among health professions learners and practitioners. The Royal College of Physicians and Surgeons of Canada organized a 2-day consensus conference in Niagara Falls, Ontario, Canada, called Building the Bridge to Quality, in September 2016. Its go…

  • A Signal Through the Noise

    Scott Odorizzi, Warren J Cheung et al.ARTICLEAcademic Medicine2020

    PURPOSE: To characterize how professionalism concerns influence individual reviewers' decisions about resident progression using simulated competence committee (CC) reviews. METHOD: In April 2017, the authors conducted a survey of 25 Royal College of Physicians and Surgeons of Canada emergency medicine residency program directors and senior faculty who were likely to function as members of a CC (or equivalent) at their institution. Participants t…

  • It’s a Marathon, Not a Sprint

    Andrew K Hall, Jessica Rich et al.ARTICLEAcademic Medicine2020

    PURPOSE: Despite the broad endorsement of competency-based medical education (CBME), myriad difficulties have arisen in program implementation. The authors sought to evaluate the fidelity of implementation and identify early outcomes of CBME implementation using Rapid Evaluation to facilitate transformative change. METHOD: Case-study methodology was used to explore the lived experience of implementing CBME in the emergency medicine postgraduate p…

  • Training disrupted

    Andrew K Hall, Markku T Nousiainen et al.ARTICLEMedical Teacher2020

    The COVID-19 pandemic has disrupted healthcare systems around the world, impacting how we deliver medical education. The normal day-to-day routines have been altered for a number of reasons, including changes to scheduled training rotations, physical distancing requirements, trainee redeployment, and heightened level of concern. Medical educators will likely need to adapt their programs to maximize learning, maintain effective care delivery, and …

  • A Core Components Framework for Evaluating Implementation of Competency-Based Medical Education Programs

    Elaine Van Melle, Jason R Frank et al.ARTICLEAcademic Medicine2019

    PURPOSE: The rapid adoption of competency-based medical education (CBME) provides an unprecedented opportunity to study implementation. Examining "fidelity of implementation"-that is, whether CBME is being implemented as intended-is hampered, however, by the lack of a common framework. This article details the development of such a framework. METHOD: A two-step method was used. First, a perspective indicating how CBME is intended to bring about c…

  • Core principles of assessment in competency-based medical education

    Joshua Lockyer, Jocelyn Lockyer et al.ARTICLEMedical Teacher2017

    The meaningful assessment of competence is critical for the implementation of effective competency-based medical education (CBME). Timely ongoing assessments are needed along with comprehensive periodic reviews to ensure that trainees continue to progress. New approaches are needed to optimize the use of multiple assessors and assessments; to synthesize the data collected from multiple assessors and multiple types of assessments; to develop facul…

  • Publius and Political Imagination

    Jason Frank, Jason R FrankBOOKPublius and Political Imagination2013

    Jason Frank’s Publius and Political Imagination is the first volume of the Modernity and Political Thought series to take as its focus not a single author, but collaboration between political thinkers, in this very special case the collective known by the pseudonym: Publius. Frank's revisionist reading of The Federalist Papers—perhaps the most canonical text in American political thought—counters familiar realist and deliberativist interpretation…

  • Competency-based medical education

    Jason R Frank, Linda Snell et al.ARTICLEMedical Teacher2010

    Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership - the International CBME Collaborators - to examine conceptual issues and current debates in CBME. We engaged in a multi-stage group process and held a consensus conference with the aim of revi…