Martin Pusic

Biographic Data

ID7719463
NAMEMartin Pusic
GIVEN NAMESMartin
FAMILY NAMEPusic
SIGNATUREPUŠIĆ M
AFFILIATIONSHarvard Medical School
ORCID0000-0001-5236-6598
VERIFIEDYes
TOTAL WORKS26
TOTAL CITATIONS0
WORKS AS AUTHOR26
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2013
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Measuring the Master Adaptive Learner

    Sally A Santen, Adam Funk et al.ARTICLEMedical Teacher2026

    PURPOSE: The Master Adaptive Learner (MAL) is a model describing the collective skills of planning, learning, assessing, and adjusting that may translate into continually improving clinical proficiency. The objective of this study was to develop a MAL assessment instrument to measure these skills. METHOD: 1,427 students completed the 36-item candidate MAL instrument. The authors performed exploratory factor analysis (EFA) on half of the dataset. …

  • Exploring the social factors influencing the sense of belonging among medical students with disabilities

    Open AccessMikio Hayashi, Hiroko Mori et al.ARTICLEMedical Teacher2026

    INTRODUCTION: Medical universities have become more aware of disability inclusion, and have begun taking cognizance of the importance of a supportive environment for students with disabilities. Faculty members can mitigate challenges to legitimacy and belonging by creating safe learning environments built on openness, humility, and actively valuing each learner. However, the factors contributing to these students' sense of belonging in medical un…

  • Mirrors and prisms

    Open AccessKelsey A Miller, Kelsey Miller et al.ARTICLEMedical Education2026

    PURPOSE: Professional identities impact professional boundaries and hierarchies, influencing how physicians approach collaboration. Despite the growing emphasis on developing students to become effective collaborators, little is known about how other health professionals (OHPs) shape students' professional identity formation (PIF). This study explored how interacting with OHPs during clinical care contributed to medical students' construction of …

  • Individualized Learning Plans for Active Lifelong Learning

    Anna Romanova, Susan Humphrey-Murto et al.ARTICLEAcademic Medicine2025

    The Problem Self-regulated learning (SRL) skills are required to engage in lifelong and master adaptive learning (MAL). 1 Yet the skills needed to set, plan, execute, monitor, and reflect on learning goals are not innate and must be developed for learners to take an active role in their education. The fragmented nature of medical training also hinders continual assessment and performance improvement, especially across educational transitions. 2 I…

  • In the Eye of the Beholder

    Open AccessDorene F Balmer, Martin Pusic et al.ARTICLEAcademic Medicine2025

  • Physician development through interprofessional workplace interactions

    Open AccessKelsey A Miller, Jonathan S Ilgen et al.ARTICLEMedical Education2025

  • Pillars of purpose in teaching

    Daniel D Pratt, Brett Schrewe et al.ARTICLEMedical Teacher2025

    People often look for ashadow of themselveswhen evaluating another teacher.To see teaching clearly,We must look through four lensesEach one is a pillar of purpose.Teaching as a Cultural ActWe do no

  • A Note on Evaluation of Polytomous Item Locations With the Rating Scale Model and Testing Its Fit

    Open AccessTenko Raykov, Martin PusicARTICLEEducational and Psychological…2025

    A procedure is outlined for point and interval estimation of location parameters associated with polytomous items, or raters assessing studied subjects or cases, which follow the rating scale model. The method is developed within the framework of latent variable modeling, and is readily applied in empirical research using popular software. The approach permits testing the goodness of fit of this widely used model, which represents a rather parsim…

  • The Association of Master Adaptive Learning With Less Burnout and More Resilience in Obstetrics and Gynecology Residents

    Open AccessSally A Santen, Samara Ginzburg et al.ARTICLEAcademic Medicine2024

  • Promotion in Place

    Open AccessMary Ellen J Goldhamer, Martin Pusic et al.ARTICLEAcademic Medicine2024

  • Embracing the future

    Open AccessMartin Pusic, Paul Crampton et al.ARTICLEMedical Education2024

    Pusic, Crampton, and Eva announce the release of Medical Education's 15th annual State of the Science issue: Embracing the Future

  • Researching models of innovation and adoption in health professions education

    Open AccessMartin Pusic, Rachel EllawayARTICLEMedical Education2024

  • Data sharing and big data in health professions education

    Kulamakan Kulasegaram, Lawrence Grierson et al.ARTICLEMedical Teacher2024

    Changes in digital technology, increasing volume of data collection, and advances in methods have the potential to unleash the value of big data generated through the education of health professionals. Coupled with this potential are legitimate concerns about how data can be used or misused in ways that limit autonomy, equity, or harm stakeholders. This consensus statement is intended to address these issues by foregrounding the ethical imperativ…

  • Recommendations to address and research systemic bias in assessment

    Open AccessFei Chen, Celia Laird O’Brien et al.ARTICLEMedical Education Online2024

    While limited to data from a single workshop, the results offered perspectives about areas for further research shared by a group of directors of medical education research units from diverse backgrounds. The workshop produced valuable insights into the need for more evidence-based interventions that promote more equitable assessment practices grounded in real-world situations and that attenuate the effects of bias

  • Modeling Diagnostic Expertise in Cases of Irreducible Uncertainty

    Open AccessMartin Pusic, Donald A Cook et al.ARTICLEAcademic Medicine2023

  • Competency-Based Medical Education in a Norm-Referenced World

    Open AccessMichael S Ryan, Kimberly D Lomis et al.ARTICLEAcademic Medicine2023

    Competency-based medical education (CBME) requires a criterion-referenced approach to assessment. However, despite best efforts to advance CBME, there remains an implicit, and at times, explicit, demand for norm-referencing, particularly at the junction of undergraduate medical education (UME) and graduate medical education (GME). In this manuscript, the authors perform a root cause analysis to determine the underlying reasons for continued norm-…

  • The fundamentals of Artificial Intelligence in medical education research

    Martin G Tolsgaard, Martin Pusic et al.ARTICLEMedical Teacher2023

    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…

  • Evaluation of Polytomous Item Locations in Multicomponent Measuring Instruments

    Open AccessTenko Raykov, Martin PusicARTICLEEducational and Psychological…2023

    This note is concerned with evaluation of location parameters for polytomous items in multiple-component measuring instruments. A point and interval estimation procedure for these parameters is outlined that is developed within the framework of latent variable modeling. The method permits educational, behavioral, biomedical, and marketing researchers to quantify important aspects of the functioning of items with ordered multiple response options,…

  • Using learning analytics in clinical competency committees

    Open AccessPatricia A Carney, Stefanie S Sebok‐Syer et al.ARTICLEMedical Education Online2023

    Graduate medical education (GME) and Clinical Competency Committees (CCC) have been evolving to monitor trainee progression using competency-based medical education principles and outcomes, though evidence suggests CCCs fall short of this goal. Challenges include that evaluation data are often incomplete, insufficient, poorly aligned with performance, conflicting or of unknown quality, and CCCs struggle to organize, analyze, visualize, and integr…

  • Social network analysis of publication collaboration of accelerating change in MedEd consortium

    Sally A Santen, Jeff Smith et al.ARTICLEMedical Teacher2022

    INTRODUCTION: The American Medical Association formed the Accelerating Change in Medical Education Consortium through grants to effect change in medical education. The dissemination of educational innovations through scholarship was a priority. The objective of this study was to explore the patterns of collaboration of educational innovation through the consortium's publications. METHOD: Publications were identified from grantee schools' semi-ann…

  • Implicit bias in residency interview allocation? When surveys are silent

    Open AccessMartin Pusic, T R WyattARTICLEMedical Education2021

    The authors discuss the implications of silence with respect to how surveys about resident selection usually do not include race, ethnicity or other data that could promote the goals of equity, inclusion and diversity

  • The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education

    Open AccessKimberly D Lomis, George C Mejicano et al.ARTICLEMedical Teacher2021

    In 2010, several key works in medical education predicted the changes necessary to train modern physicians to meet current and future challenges in health care, including the standardization of learning outcomes paired with individualized learning processes. The reframing of a medical expert as a flexible, adaptive team member and change agent, effective within a larger system and responsive to the community's needs, requires a new approach to ed…

  • Fostering the Development of Master Adaptive Learners

    William B Cutrer, Bonnie M Miller et al.ARTICLEAcademic Medicine2017

    Change is ubiquitous in health care, making continuous adaptation necessary for clinicians to provide the best possible care to their patients. The authors propose that developing the capabilities of a Master Adaptive Learner will provide future physicians with strategies for learning in the health care environment and for managing change more effectively. The concept of a Master Adaptive Learner describes a metacognitive approach to learning bas…

  • Roadmap for creating an accelerated three-year medical education program

    Open AccessShou Ling Leong, Joan Cangiarella et al.ARTICLEMedical Education Online2017

    CAMPP: Consortium of accelerated medical pathway programs; GME: Graduate medical education; LCME: Liaison committee on medical education; NRMP: National residency matching program; UME: Undergraduate medical education

  • Applying the institutional review board data repository approach to manage ethical considerations in evaluating and studying medical education

    Open AccessErin K Thayer, Daniel Rathkey et al.ARTICLEMedical Education Online2016

    Fostering multi-institutional studies while following sound ethical principles in the study of medical education is needed, and the IRB data repository approach has many benefits, especially for longitudinal assessment of complex multi-site data