Charles G Prober
Biographic Data
| ID | 7060679 |
|---|---|
| NAME | Charles G Prober |
| GIVEN NAMES | Charles G |
| FAMILY NAME | Prober |
| SIGNATURE | PROBER C G |
| AFFILIATIONS | Stanford Health Care |
| ORCID | 0000-0003-3559-6986 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Reimagining the Medical School Accreditation Process in a Rapidly Changing Health Care Environment
Health care is changing rapidly due to advances in biomedical science and technology, as well as an expanding body of medical knowledge. This transformation necessitates a reevaluation of medical education models. The medical school accreditation process, administered through the Liaison Committee on Medical Education (LCME) for MD-granting schools in the United States and Canada, plays a crucial role in maintaining educational standards. However…
Evaluation of a massive open online course for just-in-time training of healthcare workers
Introduction: COVID-19 created a global need for healthcare worker (HCW) training. Initially, mass trainings focused on public health workers and physicians working in intensive care units. However, in resource-constrained settings, nurses and general practitioners provide most patient care, typically lacking the training and equipment to manage critically ill patients. We developed a massive open online course (MOOC) for HCWs in resource-constra…
Precision Education
The goal of medical education is to produce a physician workforce capable of delivering high-quality equitable care to diverse patient populations and communities. To achieve this aim amidst explosive growth in medical knowledge and increasingly complex medical care, a system of personalized and continuous learning, assessment, and feedback for trainees and practicing physicians is urgently needed. In this perspective, the authors build on prior …
Medical School Admissions
The aging population, burnout, and earlier retirement of physicians along with the static number of training positions are likely to worsen the current physician shortage. There is an urgent need to transform the process for selecting medical students. In this Invited Commentary, the authors suggest that to build the physician workforce that the United States needs for the future, academic medicine should focus on building capacity in 3 overarchi…
Managing Difficult Conversations
Managing difficult conversations is an important skill to develop and refine for all professionals and future leaders, particularly for those in health care where difficult situations with high stakes are prevalent. The intensity and frequency of these types of conversations will predictably increase as one’s professional responsibility grows. In this article, the authors discuss their interprofessional course, Managing Difficult Conversations, d…
“The Videos Gave Weight to Our Work”
Mobile health (mHealth) interventions are increasingly used to support community health workers (CHWs) in low-and middle-income countries. As near-peers within their communities, the credibility of CHWs is sometimes questioned—a recognized barrier to their efficacy. Nested within a large, randomized-controlled trial, this qualitative study captured the experiences of South African CHWs, called “Mentor-Mothers,” using tablets and animated videos t…
Learning Alone or Learning Together
Medical schools across the United States and Canada constantly consider how to improve their curricula and their pedagogical strategies. The authors found it informative to compare how students in 2 professional schools, medicine and business, are taught. The authors believe that creating the best future physicians requires students and faculty to be physically together to learn essential skills. Increasing student interactions with peers and fac…
Design preferences for global scale
Our findings suggest that global learners may be willing to accept simplified visuals, designed for broad cross-cultural acceptability, especially if the content is localized in other ways, such as through the use of locally resonating narratives and voiceovers. Diverse, inclusive portrayals of age, gender roles and family structure were preferred
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Learning Alone or Learning Together
Medical schools across the United States and Canada constantly consider how to improve their curricula and their pedagogical strategies. The authors found it informative to compare how students in 2 professional schools, medicine and business, are taught. The authors believe that creating the best future physicians requires students and faculty to be physically together to learn essential skills. Increasing student interactions with peers and fac…
Design preferences for global scale
Our findings suggest that global learners may be willing to accept simplified visuals, designed for broad cross-cultural acceptability, especially if the content is localized in other ways, such as through the use of locally resonating narratives and voiceovers. Diverse, inclusive portrayals of age, gender roles and family structure were preferred
Managing Difficult Conversations
Managing difficult conversations is an important skill to develop and refine for all professionals and future leaders, particularly for those in health care where difficult situations with high stakes are prevalent. The intensity and frequency of these types of conversations will predictably increase as one’s professional responsibility grows. In this article, the authors discuss their interprofessional course, Managing Difficult Conversations, d…
“The Videos Gave Weight to Our Work”
Mobile health (mHealth) interventions are increasingly used to support community health workers (CHWs) in low-and middle-income countries. As near-peers within their communities, the credibility of CHWs is sometimes questioned—a recognized barrier to their efficacy. Nested within a large, randomized-controlled trial, this qualitative study captured the experiences of South African CHWs, called “Mentor-Mothers,” using tablets and animated videos t…
Medical School Admissions
The aging population, burnout, and earlier retirement of physicians along with the static number of training positions are likely to worsen the current physician shortage. There is an urgent need to transform the process for selecting medical students. In this Invited Commentary, the authors suggest that to build the physician workforce that the United States needs for the future, academic medicine should focus on building capacity in 3 overarchi…
Evaluation of a massive open online course for just-in-time training of healthcare workers
Introduction: COVID-19 created a global need for healthcare worker (HCW) training. Initially, mass trainings focused on public health workers and physicians working in intensive care units. However, in resource-constrained settings, nurses and general practitioners provide most patient care, typically lacking the training and equipment to manage critically ill patients. We developed a massive open online course (MOOC) for HCWs in resource-constra…
Precision Education
The goal of medical education is to produce a physician workforce capable of delivering high-quality equitable care to diverse patient populations and communities. To achieve this aim amidst explosive growth in medical knowledge and increasingly complex medical care, a system of personalized and continuous learning, assessment, and feedback for trainees and practicing physicians is urgently needed. In this perspective, the authors build on prior …
Reimagining the Medical School Accreditation Process in a Rapidly Changing Health Care Environment
Health care is changing rapidly due to advances in biomedical science and technology, as well as an expanding body of medical knowledge. This transformation necessitates a reevaluation of medical education models. The medical school accreditation process, administered through the Liaison Committee on Medical Education (LCME) for MD-granting schools in the United States and Canada, plays a crucial role in maintaining educational standards. However…
Medical education (8 works) · Medicine (8 works) · Psychology (6 works) · Health care (5 works) · Nursing (5 works) · Innovations in Medical Education (4 works) · Political science (4 works) · Psychological intervention (3 works) · Accreditation (2 works) · Applied Psychology (2 works)