Christy Boscardin
Biographic Data
| ID | 6747211 |
|---|---|
| NAME | Christy Boscardin |
| GIVEN NAMES | Christy |
| FAMILY NAME | Boscardin |
| SIGNATURE | BOSCARDIN C |
| AFFILIATIONS | University of California, San Francisco |
| ORCID | 0000-0002-9070-8859 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Twelve tips on how to put together a successful applications for Aspire award for assessment of students
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
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 …
Macy Foundation Innovation Report Part II
Entrustment and EPAs for Artificial Intelligence (AI)
In this article, the authors propose a repurposing of the concept of entrustment to help guide the use of artificial intelligence (AI) in health professions education (HPE). Entrustment can help identify and mitigate the risks of incorporating generative AI tools with limited transparency about their accuracy, source material, and disclosure of bias into HPE practice. With AI’s growing role in education-related activities, like automated medical …
Peer Support Ambassadors
Peer support is beneficial to physicians in distress, but few institutions have created formal programs that train residents and fellows to effectively support their peers. Existing curricula also do not address the differential experience of residents from historically excluded groups, who are more likely to experience distressing mistreatment and discrimination in the clinical learning environment. The Graduate Medical Education (GME) Peer Supp…
How Teachers Can Promote Assessment for Learning During All Phases of Learning
Assessment for Learning (AFL) includes all educational activities designed to improve teaching and learning through gathering, sharing, and acting on information. AFL expands on the concept of formative assessment—which focuses mainly on an in-the-moment assessment activity—to include all processes that facilitate teachers and learners actively seeking and interpreting evidence to guide learning. AFL involves teachers and learners as partners and…
“When You’re in It, It Feels Like It’s Everything”
Impact of a Regional Grant Program Through the Lens of Social Cognitive Career Theory
Using the Electronic Health Record to Identify Practice-Based Learning Opportunities
Purpose: Feedback is inextricably linked to the core competency of practice-based learning and improvement (PBLI). Specifically, clinical feedback (or follow-up)—information that can often be found in electronic health records (EHR) related to a patient’s evolving condition—can often point to key areas for improvement.1,2 Even though the Accreditation Council for Graduate Medical Education (ACGME) has called for increased use of EHR to provide in…
The Consequences of Step 2 Clinical Skills Examination Discontinuation for Medical Schools and Sustainability Plans for Clinical Skills Assessment
The fundamentals of Artificial Intelligence in medical education research
The use of Artificial Intelligence (AI) in medical education has the potential to facilitate complicated tasks and improve efficiency. For example, AI could help automate assessment of written responses, or provide feedback on medical image interpretations with excellent reliability. While applications of AI in learning, instruction, and assessment are growing, further exploration is still required. There exist few conceptual or methodological gu…
Investigating feedback orientation in medical learners
Background/purpose Feedback processes in health professions education (HPE) are not always successful. While recommendations to improve feedback provision dominate the literature, studying specific learner attributes that impact feedback uptake may also improve feedback processes. Feedback orientation is a concept from management science involving four dimensions of learner attributes and attitudes that impact their feedback uptake: utility, acco…
Exploring how feedback reflects entrustment decisions using artificial intelligence
Emotion in remediation
Pause, Persist, Pivot
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
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…
Teaching Systems Improvement to Early Medical Students
PURPOSE: Despite increasing emphasis in medical school education on quality and systems improvement, many medical schools lack sufficient faculty with expertise to teach systems improvement. Using the pedagogical content knowledge framework, this study explores how faculty engage students in systems improvement work and faculty perceptions of the outcomes for the health system and students. METHOD: In May-June 2017, the authors interviewed 12 of …
Predicting Performance on Clerkship Examinations and USMLE Step 1
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…
Using tablets to support self-regulated learning in a longitudinal integrated clerkship
LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context
Integrating Literacy and Science in Biology
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,…
Developing Teacher Capacity for Serving ELLs' Writing Instructional Needs
Although explicit grammar instruction has been a source of considerable debate in second-language teaching, increasingly educational linguists assert instruction in academic language is critical, given the current assessment reform in K–12 contexts. Of particular concern is that contemporary English-Language-Learner (ELL) instruction focuses on making the content comprehensible to ELLs in a manner that may lead to inadequate exposure to academic …
Opportunity to Learn and English Learner Achievement
This investigation examined the impact of opportunity to learn content and skills targeted by a writing assessment on the achievement of English learners (ELs), including the potential for differential impact of increased exposure to literary analysis and writing instruction. Results revealed several factors contributing to students' writing performance. Student-level and teacher-level variables were found to significantly contribute to writing p…
Integrating Literacy and Science in Biology
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,…
Opportunity to Learn and English Learner Achievement
This investigation examined the impact of opportunity to learn content and skills targeted by a writing assessment on the achievement of English learners (ELs), including the potential for differential impact of increased exposure to literary analysis and writing instruction. Results revealed several factors contributing to students' writing performance. Student-level and teacher-level variables were found to significantly contribute to writing p…
Developing Teacher Capacity for Serving ELLs' Writing Instructional Needs
Although explicit grammar instruction has been a source of considerable debate in second-language teaching, increasingly educational linguists assert instruction in academic language is critical, given the current assessment reform in K–12 contexts. Of particular concern is that contemporary English-Language-Learner (ELL) instruction focuses on making the content comprehensible to ELLs in a manner that may lead to inadequate exposure to academic …
Opportunity to Learn and English Learner Achievement
This investigation examined the impact of opportunity to learn content and skills targeted by a writing assessment on the achievement of English learners (ELs), including the potential for differential impact of increased exposure to literary analysis and writing instruction. Results revealed several factors contributing to students' writing performance. Student-level and teacher-level variables were found to significantly contribute to writing p…
Developing Teacher Capacity for Serving ELLs' Writing Instructional Needs
Although explicit grammar instruction has been a source of considerable debate in second-language teaching, increasingly educational linguists assert instruction in academic language is critical, given the current assessment reform in K–12 contexts. Of particular concern is that contemporary English-Language-Learner (ELL) instruction focuses on making the content comprehensible to ELLs in a manner that may lead to inadequate exposure to academic …
Integrating Literacy and Science in Biology
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,…
Using tablets to support self-regulated learning in a longitudinal integrated clerkship
LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context
Pause, Persist, Pivot
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
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…
Teaching Systems Improvement to Early Medical Students
PURPOSE: Despite increasing emphasis in medical school education on quality and systems improvement, many medical schools lack sufficient faculty with expertise to teach systems improvement. Using the pedagogical content knowledge framework, this study explores how faculty engage students in systems improvement work and faculty perceptions of the outcomes for the health system and students. METHOD: In May-June 2017, the authors interviewed 12 of …
Predicting Performance on Clerkship Examinations and USMLE Step 1
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…
Emotion in remediation
Exploring how feedback reflects entrustment decisions using artificial intelligence
Impact of a Regional Grant Program Through the Lens of Social Cognitive Career Theory
Using the Electronic Health Record to Identify Practice-Based Learning Opportunities
Purpose: Feedback is inextricably linked to the core competency of practice-based learning and improvement (PBLI). Specifically, clinical feedback (or follow-up)—information that can often be found in electronic health records (EHR) related to a patient’s evolving condition—can often point to key areas for improvement.1,2 Even though the Accreditation Council for Graduate Medical Education (ACGME) has called for increased use of EHR to provide in…
The Consequences of Step 2 Clinical Skills Examination Discontinuation for Medical Schools and Sustainability Plans for Clinical Skills Assessment
The fundamentals of Artificial Intelligence in medical education research
The use of Artificial Intelligence (AI) in medical education has the potential to facilitate complicated tasks and improve efficiency. For example, AI could help automate assessment of written responses, or provide feedback on medical image interpretations with excellent reliability. While applications of AI in learning, instruction, and assessment are growing, further exploration is still required. There exist few conceptual or methodological gu…
Investigating feedback orientation in medical learners
Background/purpose Feedback processes in health professions education (HPE) are not always successful. While recommendations to improve feedback provision dominate the literature, studying specific learner attributes that impact feedback uptake may also improve feedback processes. Feedback orientation is a concept from management science involving four dimensions of learner attributes and attitudes that impact their feedback uptake: utility, acco…
Peer Support Ambassadors
Peer support is beneficial to physicians in distress, but few institutions have created formal programs that train residents and fellows to effectively support their peers. Existing curricula also do not address the differential experience of residents from historically excluded groups, who are more likely to experience distressing mistreatment and discrimination in the clinical learning environment. The Graduate Medical Education (GME) Peer Supp…
How Teachers Can Promote Assessment for Learning During All Phases of Learning
Assessment for Learning (AFL) includes all educational activities designed to improve teaching and learning through gathering, sharing, and acting on information. AFL expands on the concept of formative assessment—which focuses mainly on an in-the-moment assessment activity—to include all processes that facilitate teachers and learners actively seeking and interpreting evidence to guide learning. AFL involves teachers and learners as partners and…
“When You’re in It, It Feels Like It’s Everything”
A U.S. based survey of loan burden among anesthesia trainees and its impact on well-being
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 …
Macy Foundation Innovation Report Part II
Entrustment and EPAs for Artificial Intelligence (AI)
In this article, the authors propose a repurposing of the concept of entrustment to help guide the use of artificial intelligence (AI) in health professions education (HPE). Entrustment can help identify and mitigate the risks of incorporating generative AI tools with limited transparency about their accuracy, source material, and disclosure of bias into HPE practice. With AI’s growing role in education-related activities, like automated medical …
Twelve tips on how to put together a successful applications for Aspire award for assessment of students
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…
Psychology (20 works) · Medicine (17 works) · Medical education (16 works) · Innovations in Medical Education (13 works) · Computer Science (11 works) · Pedagogy (9 works) · Mathematics education (8 works) · Qualitative research (5 works) · Social Psychology (5 works) · Thematic analysis (5 works)