Jennifer R Kogan
Biographic Data
| ID | 6510635 |
|---|---|
| NAME | Jennifer R Kogan |
| GIVEN NAMES | Jennifer R |
| FAMILY NAME | Kogan |
| SIGNATURE | KOGAN J R |
| AFFILIATIONS | J.R. Kogan is associate dean, Student Success and Professional Development, and professor of medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania ; [email protected] |
| ORCID | 0000-0001-8426-9506 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Stepping Back
Although most students complete Step 1 before clerkships, some institutions delay the exam until after clerkships. The change to pass/fail grading adds additional complexity that should be considered when deciding about exam timing. Both early and late administration may affect learning outcomes, learner behavior, student well-being, and residency match success. Step 1 completion before clerkships promotes learning outcomes (e.g., integration and…
Can Rater Training Improve the Quality and Accuracy of Workplace-Based Assessment Narrative Comments and Entrustment Ratings? A Randomized Controlled Trial
Gender-Based Differences in Language Used by Students to Describe Their Noteworthy Characteristics in Medical Student Performance Evaluations
The Urgency of Now
Assessment is essential to professional development. Assessment provides the information needed to give feedback, support coaching and the creation of individualized learning plans, inform progress decisions, determine appropriate supervision levels, and, most importantly, help ensure patients and families receive high-quality, safe care in the training environment. While the introduction of competency-based medical education has catalyzed advanc…
Will Any Road Get You There? Examining Warranted and Unwarranted Variation in Medical Education
Undergraduate and graduate medical education have long embraced uniqueness and variability in curricular and assessment approaches. Some of this variability is justified (warranted or necessary variation), but a substantial portion represents unwarranted variation. A primary tenet of outcomes-based medical education is ensuring that all learners acquire essential competencies to be publicly accountable to meet societal needs. Unwarranted variatio…
Idiosyncrasy in Assessment Comments
PURPOSE: Written comments are gaining traction as robust sources of assessment data. Compared with the structure of numeric scales, what faculty choose to write is ad hoc, leading to idiosyncratic differences in what is recorded. This study offers exploration of what aspects of writing styles are determined by the faculty offering comment and what aspects are determined by the trainee being commented upon. METHOD: The authors compiled in-training…
Sparking Change
This Invited Commentary explores the implications of the upcoming shift to pass/fail scoring for the United States Medical Licensing Examination Step 1 that was announced in February 2020. Using the frameworks of validity and growth/mastery mindset, the authors describe how this change in Step 1 score reporting presents an opportunity to advance the meaningful assessment of medical students and improve the transition from undergraduate medical ed…
Perelman School of Medicine at the University of Pennsylvania
Medical Education Program Highlights The University of Pennsylvania’s Perelman School of Medicine (PSOM), established in 1765, is the oldest medical school in the United States, with a long tradition of academic excellence and scientific discovery. Contemporary highlights include: A beautiful and purposefully designed new space, the Jordan Medical Education Center, opened in 2015. The Center for Student Life, a unique integration of the offices o…
The impact of exposure to shift-based schedules on medical students
These findings suggest that shift-based schedules designed in response to duty-hour reform may have important broader implications for the teaching environment
Course evaluation in medical education
Course evaluation in medical education
The impact of exposure to shift-based schedules on medical students
These findings suggest that shift-based schedules designed in response to duty-hour reform may have important broader implications for the teaching environment
Idiosyncrasy in Assessment Comments
PURPOSE: Written comments are gaining traction as robust sources of assessment data. Compared with the structure of numeric scales, what faculty choose to write is ad hoc, leading to idiosyncratic differences in what is recorded. This study offers exploration of what aspects of writing styles are determined by the faculty offering comment and what aspects are determined by the trainee being commented upon. METHOD: The authors compiled in-training…
Sparking Change
This Invited Commentary explores the implications of the upcoming shift to pass/fail scoring for the United States Medical Licensing Examination Step 1 that was announced in February 2020. Using the frameworks of validity and growth/mastery mindset, the authors describe how this change in Step 1 score reporting presents an opportunity to advance the meaningful assessment of medical students and improve the transition from undergraduate medical ed…
Perelman School of Medicine at the University of Pennsylvania
Medical Education Program Highlights The University of Pennsylvania’s Perelman School of Medicine (PSOM), established in 1765, is the oldest medical school in the United States, with a long tradition of academic excellence and scientific discovery. Contemporary highlights include: A beautiful and purposefully designed new space, the Jordan Medical Education Center, opened in 2015. The Center for Student Life, a unique integration of the offices o…
Will Any Road Get You There? Examining Warranted and Unwarranted Variation in Medical Education
Undergraduate and graduate medical education have long embraced uniqueness and variability in curricular and assessment approaches. Some of this variability is justified (warranted or necessary variation), but a substantial portion represents unwarranted variation. A primary tenet of outcomes-based medical education is ensuring that all learners acquire essential competencies to be publicly accountable to meet societal needs. Unwarranted variatio…
Can Rater Training Improve the Quality and Accuracy of Workplace-Based Assessment Narrative Comments and Entrustment Ratings? A Randomized Controlled Trial
Gender-Based Differences in Language Used by Students to Describe Their Noteworthy Characteristics in Medical Student Performance Evaluations
The Urgency of Now
Assessment is essential to professional development. Assessment provides the information needed to give feedback, support coaching and the creation of individualized learning plans, inform progress decisions, determine appropriate supervision levels, and, most importantly, help ensure patients and families receive high-quality, safe care in the training environment. While the introduction of competency-based medical education has catalyzed advanc…
Stepping Back
Although most students complete Step 1 before clerkships, some institutions delay the exam until after clerkships. The change to pass/fail grading adds additional complexity that should be considered when deciding about exam timing. Both early and late administration may affect learning outcomes, learner behavior, student well-being, and residency match success. Step 1 completion before clerkships promotes learning outcomes (e.g., integration and…
Innovations in Medical Education (9 works) · Medical education (8 works) · Medicine (8 works) · Psychology (7 works) · Computer Science (5 works) · Clinical Reasoning and Diagnostic Skills (4 works) · Medical Education and Admissions (4 works) · Political science (4 works) · Curriculum (3 works) · Engineering (3 works)