Christy K Boscardin

Biographic Data

ID5182250
NAMEChristy K Boscardin
GIVEN NAMESChristy K
FAMILY NAMEBoscardin
SIGNATUREBOSCARDIN C K
AFFILIATIONSUniversity of California, Los Angeles
VERIFIEDNo
TOTAL WORKS7
TOTAL CITATIONS14
WORKS AS AUTHOR7
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2011
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Twelve tips on how to put together a successful applications for Aspire award for assessment of students

    Christy K Boscardin, Christy Boscardin et al.ARTICLEMedical Teacher2026

    This paper provides twelve practical tips for institutions preparing to submit successful applications for the ASPIRE Award in the category of Assessment of Students, part of AMEE's global initiative to recognize excellence in health professions education. This paper emphasizes the importance of achieving institutional buy-in, aligning assessment systems with the school's mission and context, assembling a strong submission team, and providing exp…

  • A U.S. based survey of loan burden among anesthesia trainees and its impact on well-being

    Open AccessNiti Pawar, Christy K Boscardin et al.ARTICLEFrontiers in Education2025

    Introduction: Loan burden presents a significant barrier for trainees in different medical fields. However, disparities in loan burden of anesthesia trainees of underrepresented in medicine (URiM), first-generation and female-identifying backgrounds have not been studied. Moreover, it is not known whether membership in these groups is associated with well-being or life decisions after controlling for loan burden. Methods: In this cross-sectional …

  • A Call to Action From the California Consortium for the Assessment of Clinical Competence

    Open AccessAndrew B Nevins, Christy K Boscardin et al.ARTICLEAcademic Medicine2022

    The discontinuation of the United States Medical Licensing Examination Step 2 Clinical Skills Examination emphasizes the need for other reliable standardized assessments of medical student clinical skills. For 30 years, the California Consortium for the Assessment of Clinical Competence (CCACC) has collaborated in the development of clinical skills assessments and has become a valuable resource for clinicians, standardized patient educators, psyc…

  • Pause, Persist, Pivot

    Bridget C OʼBrien, Bridget C O’Brien et al.ARTICLEAcademic Medicine2020

    When extreme events occur, some research becomes a clear priority, but what becomes of all other research? Does it stop indefinitely, or can it be paused with plans to resume, persist with modifications, or pivot to address new priorities? Facing this dilemma and witnessing it among their fellow health professions education researchers, the authors recognized a need for guidance. This Invited Commentary presents a framework, organized as key ques…

  • Learning Challenges, Teaching Strategies, and Cognitive Load

    Justin L Sewell, Judith L Bowen et al.ARTICLEAcademic Medicine2020

    PURPOSE: Learners of medical procedures must develop, refine, and apply schemas for both cognitive and psychomotor constructs, which may strain working memory capacity. Procedures with limitations in visual and tactile information may add risk of cognitive overload. The authors sought to elucidate how experienced procedural teachers perceived learners' challenges and their own teaching strategies in the exemplar setting of gastrointestinal endosc…

  • Predicting Performance on Clerkship Examinations and USMLE Step 1

    Christy K Boscardin, Christy Boscardin et al.ARTICLEAcademic Medicine2020

    PURPOSE: Despite advances in learning sciences that highlight the efficacy of elaborative interrogation, in which students explain and elaborate on concepts in their own words, assessment techniques in medical education have commonly employed multiple-choice questions (MCQs). Educators' reluctance to consider alternatives such as open-ended questions (OEQs) stems from practical advantages of MCQs and the lack of empirical data on the predictabili…

  • Integrating Literacy and Science in Biology

    Open AccessCynthia Greenleaf, Cynthia L Greenleaf et al.ARTICLEAmerican Educational Research…2011Cited by: 14References: 69

    This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers’ instructional practices and students’ achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes,…