Karen E Hauer

Biographic Data

ID	7719819
NAME	Karen E Hauer
GIVEN NAMES	Karen E
FAMILY NAME	Hauer
SIGNATURE	HAUER K E
AFFILIATIONS	University of California, San Francisco
ORCID	0000-0002-8812-4045
VERIFIED	Yes
TOTAL WORKS	57
TOTAL CITATIONS	0
AUTHOR COUNT	57
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2009
LATEST PUBLICATION YEAR	2026
H-INDEX	0

Development, implementation, and evaluation of the Student Optimized Learning Environment (Sole)
Open AccessChristina N Schmidt, Nnaoma M Oji et al.ARTICLEBMC Medical Education2026
Entrustment and EPAs for Artificial Intelligence (AI)
Open AccessBrian Gin, Patricia O’sullivan et al.ARTICLEAcademic Medicine2025
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 …
Curriculum Research Solutions
Donald A Cook, Karen E Hauer et al.ARTICLEAcademic Medicine2025
Health professions educators frequently seek to study their curriculum (e.g., a new or revised curriculum for a degree-granting program, a component of that curriculum, or a stand-alone course). Despite local enthusiasm, curriculum-focused studies are often hard to publish and have been repeatedly discouraged. Yet, few authors have proposed practical solutions. The purpose of this article is to articulate common problems with curriculum research …
Stepping Back
Open AccessRebecca L Toonkel, Arnyce R Pock et al.ARTICLEAcademic Medicine2025
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…
Numbers Ain’t Neutral
Justin L Bullock, Ann M O’Hare et al.ARTICLEAcademic Medicine2025
Considerations of equity, diversity and inclusion in peer reviews conducted for Medical Education
Open AccessKaren E Hauer, Rola Ajjawi et al.ARTICLEMedical Education2025
What equity, diversity and inclusion issues are commented upon by Med Educ's reviewers? This commentary offers an analysis and recommendations for authors, reviewers and editors alike
‘We’re like Spider-Man; with great power comes great responsibility’
Open AccessMartha J Elster, Andrew S Parsons et al.ARTICLEMedical Teacher2025
BACKGROUND: Medical students can experience a range of academic and non-academic struggles. Coaching is a valuable strategy to support learners, but coaches describe working with struggling learners as taxing. Transformative learning theory (TLT) provides insights into how educators grow from challenging experiences to build resilience. This study explores how coaches evolve as educators through supporting struggling students. METHODS: This quali…
“It’s Time to Do It, to Make It a Major Part of Medicine”
Open AccessJordan McDonald, Jordan A McDonald et al.ARTICLEAcademic Medicine2024
How Teachers Can Promote Assessment for Learning During All Phases of Learning
Open AccessChristy Boscardin, Dana Larsen et al.ARTICLEAcademic Medicine2024
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…
‘Yourself in all your forms’
Open AccessJustin L Bullock, Javeed Sukhera et al.ARTICLEMedical Education2024
Advancing anti-oppression and social justice in healthcare through competency-based medical education (CBME)
Jamiu O Busari, Linda Diffey et al.ARTICLEMedical Teacher2024
Competency-based medical education (CBME) focuses on preparing physicians to improve the health of patients and populations. In the context of ongoing health disparities worldwide, medical educators must implement CBME in ways that advance social justice and anti-oppression. In this article, authors describe how CBME can be implemented to promote equity pedagogy, an approach to education in which curricular design, teaching, assessment strategies…
‘It’s more like checking in with an old friend’
Leslie Bernal Charondo, Leslie Sheu et al.ARTICLEMedical Teacher2024
PURPOSE: Coaching in medical education facilitates learners' growth and development through feedback, goal-setting and support. This study explored how coaching relationships evolve throughout medical school and the impact of longitudinal coaching relationships on medical students' approach to feedback and goal setting in the clinical years. METHOD: In this qualitative study using a constructivist paradigm, authors purposively sampled 15 senior m…
The Problem and Power of Professionalism
Open AccessDaniela Maristany, Luis Durbán et al.ARTICLEAcademic Medicine2023
Blue Skies With Clouds
Open AccessKaren E Hauer, Pamela M Williams et al.ARTICLEAcademic Medicine2023
The transition from medical school to residency in the United States consumes large amounts of time for students and educators in undergraduate and graduate medical education (UME, GME), and it is costly for both students and institutions. Attempts to improve the residency application and Match processes have been insufficient to counteract the very large number of applications to programs. To address these challenges, the Coalition for Physician…
The Clinical Microsystems Clerkship at University of California, San Francisco
Open AccessAnna Chang, Edgar Pierluissi et al.ARTICLEAcademic Medicine2023
Ensuring Fairness in Medical Education Assessment
Open AccessDowin Boatright, Richard A Taylor et al.ARTICLEAcademic Medicine2023
We have reached an inflection point in medical education’s commitment to diversity, equity, and inclusion (DEI). The challenge we face—and will continue to face for the foreseeable future—is to keep moving forward despite the impediments, including a health care system and workforce depleted by the pandemic and by ongoing political, social, economic, legislative, and legal pressures that make it difficult to act. But in difficult times such as th…
Developing Evidence for Equitable Assessment Characteristics Based on Clinical Learner Preferences Using Discrete Choice Experiments
Open AccessSandra Pérez, A Schwartz et al.ARTICLEAcademic Medicine2023
From Eggshells to Action
Open AccessMeghan T O’Brien, Justin L Bullock et al.ARTICLEAcademic Medicine2023
The Consequences of Step 2 Clinical Skills Examination Discontinuation for Medical Schools and Sustainability Plans for Clinical Skills Assessment
Open AccessAbigail Phillips, Karen E Hauer et al.ARTICLEAcademic Medicine2023
“My Assessments Are Biased!” Measurement and Sociocultural Approaches to Achieve Fairness in Assessment in Medical Education
Open AccessKaren E Hauer, Young-Shin Park et al.ARTICLEAcademic Medicine2023
Assessing learners is foundational to their training and developmental growth throughout the medical education continuum. However, growing evidence shows the prevalence and impact of harmful bias in assessments in medical education, accelerating the urgency to identify solutions. Assessment bias presents a critical problem for all stages of learning and the broader educational system. Bias poses significant challenges to learners, disrupts the le…
Response to
Deena M Hamza, Karen E Hauer et al.ARTICLEMedical Teacher2023
Making sense of competency-based medical education (CBME) literary conversations
Deena M Hamza, Karen E Hauer et al.ARTICLEMedical Teacher2023
BACKGROUND: Competency-based medical education (CBME) received increased attention in the early 2000s by educators, clinicians, and policy makers as a way to address concerns about physician preparedness and patient safety in a rapidly changing healthcare environment. Opinions and perspectives around this shift in medical education vary and, to date, a systematic search and synthesis of the literature has yet to be undertaken. The aim of this sco…
Beyond Checking Boxes
Lauren B Phinney, Angelina Fluet et al.ARTICLEAcademic Medicine2022
PURPOSE: To understand the role of a workplace-based assessment (WBA) tool in facilitating feedback for medical students, this study explored changes and tensions in a clerkship feedback activity system through the lens of cultural historical activity theory (CHAT) over 2 years of tool implementation. METHOD: This qualitative study uses CHAT to explore WBA use in core clerkships by identifying feedback activity system elements (e.g., community, t…
Promoting inclusivity in health professions education publishing
Open AccessRola Ajjawi, Paul Crampton et al.ARTICLEMedical Education2022
A taskforce established by Medical Education asks readers to engage in discussion about how the journal and field can do better to ensure that health professional education publishing is inclusive of diverse knowledge and perspectives
Exploring how feedback reflects entrustment decisions using artificial intelligence
Open AccessBrian Gin, Olle ten Cate et al.ARTICLEMedical Education2022

The Longitudinal Integrated Clerkship
Open AccessAnn Poncelet, Karen E Hauer et al.ARTICLEThe AMA Journal of Ethic2009
Longitudinal integrated clerkships intend to correct documented erosion in medical student compassion and patient-centeredness. Virtual Mentor is a monthly bioethics journal published by the American Medical Association
Faculty verbal evaluations reveal strategies used to promote medical student performance
Open AccessKaren E Hauer, Lindsay Mazotti et al.ARTICLEMedical Education Online2011
These results depict preceptors' perceptions of LIC students' developmental continuum and illustrate how multidisciplinary preceptors can use a common evaluation framework to identify strategies to improve performance and follow students' performance longitudinally
Development of a longitudinal integrated clerkship at an academic medical center
Open AccessAnn Poncelet, Seth Bokser et al.ARTICLEMedical Education Online2011
In 2005, medical educators at the University of California, San Francisco (UCSF), began developing the Parnassus Integrated Student Clinical Experiences (PISCES) program, a year-long longitudinal integrated clerkship at its academic medical center. The principles guiding this new clerkship were continuity with faculty preceptors, patients, and peers; a developmentally progressive curriculum with an emphasis on interdisciplinary teaching; and expo…
An innovative quality improvement curriculum for third-year medical students
Open AccessDavid Stern Levitt, Karen E Hauer et al.ARTICLEMedical Education Online2012
Clinical-year students were able to conduct a self-directed QI project. Lack of improvement in QI knowledge suggests that self-directed learning in this domain may be insufficient without targeted didactics. Higher order skills such as developing measurement plans would benefit from explicit instruction and mentorship. Lessons from this experience will allow educators to better target QI curricula to medical students in the clinical years
Teaching patient-centered communication skills
Open AccessGeorge W Saba, Calvin L Chou et al.ARTICLEMedical Education Online2014
A patient-centered communication curriculum can improve student knowledge and skills. While some intervention students perceived that they made too many calls, our data suggest that more calls, an increased sense of patient ownership, and role modeling by clerkship faculty may ensure incorporation and application of skills
The impact of exposure to shift-based schedules on medical students
Open AccessDavid A Williams, Jennifer R Kogan et al.ARTICLEMedical Education Online2015
These findings suggest that shift-based schedules designed in response to duty-hour reform may have important broader implications for the teaching environment
How Small Differences in Assessed Clinical Performance Amplify to Large Differences in Grades and Awards
Arianne Teherani, Karen E Hauer et al.ARTICLEAcademic Medicine2018
While students entering medical schools are becoming more diverse, trainees in residency programs in competitive specialties and academic medicine faculty have not increased in diversity. As part of an educational continuous quality improvement process at the University of California, San Francisco, School of Medicine, the authors examined data for the classes of 2013–2016 to determine whether differences existed between underrepresented in medic…
Toward Creating Equity in Awards Received During Medical School
Arianne Teherani, Elizabeth Harleman et al.ARTICLEAcademic Medicine2020
Membership in the Alpha Omega Alpha Honor Medical Society (AΩA) is a widely recognized achievement valued by residency selection committees and employers. Yet research has shown selection favors students from racial/ethnic groups not underrepresented in medicine (not-UIM). The authors describe efforts to create equity in AΩA selection at the University of California, San Francisco, School of Medicine, through implementation of a holistic selectio…
A Narrative Study of Equity in Clinical Assessment Through the Antideficit Lens
Arianne Teherani, Sandra Pérez et al.ARTICLEAcademic Medicine2020
PURPOSE: Efforts to address inequities in medical education are centered on a dialogue of deficits that highlight negative underrepresented in medicine (UIM) learner experiences and lower performance outcomes. An alternative narrative explores perspectives on achievement and equity in assessment. This study sought to understand UIM learner perceptions of successes and equitable assessment practices. METHOD: Using narrative research, investigators…
Sparking Change
Jennifer R Kogan, Karen E HauerARTICLEAcademic Medicine2020
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…
University of California, San Francisco School of Medicine
Catherine R Lucey, Karen E Hauer et al.ARTICLEAcademic Medicine2020
Medical Education Program Highlights In 2016, the University of California, San Francisco (UCSF) School of Medicine launched the Bridges Curriculum, developed to ensure that graduates are prepared to tackle the most complex problems of 21st-century patients and communities. The curriculum has an enduring focus on providing evidence-based, compassionate care while leveraging emerging skills in systems science and new methods of discovery. The Brid…
They Don’t See a Lot of People My Color
Justin L Bullock, Tai Lockspeiser et al.ARTICLEAcademic Medicine2020
PURPOSE: Stereotype threat is an important psychological phenomenon in which fear of fulfilling negative stereotypes about one's group impairs performance. The effects of stereotype threat in medical education are poorly characterized. This study examined the prevalence of racial/ethnic stereotype threat amongst fourth-year medical students and explored its impact on students' clinical experience. METHOD: This was an explanatory sequential mixed …
Teaching Systems Improvement to Early Medical Students
Monica W Harbell, Descartes Li et al.ARTICLEAcademic Medicine2020
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 …
Which Internal Medicine Clerkship Characteristics Are Associated With Students’ Performance on the NBME Medicine Subject Exam? A Multi-Institutional Analysis
Matthew Fitz, Matthew M Fitz et al.ARTICLEAcademic Medicine2020
PURPOSE: To identify which internal medicine clerkship characteristics may relate to NBME Medicine Subject Examination scores, given the growing trend toward earlier clerkship start dates. METHOD: The authors used linear mixed effects models (univariable and multivariable) to determine associations between medicine exam performance and clerkship characteristics (longitudinal status, clerkship length, academic start month, ambulatory clinical expe…
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…
“A Friendly Place to Grow as an Educator”
Leslie Sheu, Karen E Hauer et al.ARTICLEAcademic Medicine2020
PURPOSE: The rise of coaching programs in medical education sparks questions about ways to support physician coaches in learning new educational practices specific to coaching. How coaches learn from one another is of particular interest considering the potential value of social learning. Using communities of practice as a conceptual framework, the authors examine the sense of community and relationships among coaches in a new medical student coa…
Medical Education’s Wicked Problem
Catherine R Lucey, Karen E Hauer et al.ARTICLEAcademic Medicine2020
Despite a lack of intent to discriminate, physicians educated in U.S. medical schools and residency programs often take actions that systematically disadvantage minority patients. The approach to assessment of learner performance in medical education can similarly disadvantage minority learners. The adoption of holistic admissions strategies to increase the diversity of medical training programs has not been accompanied by increases in diversity …
Professional identity formation in disorienting times
Open AccessGeoffrey V Stetson, Mariano Arenillas y de los Ríos et al.ARTICLEMedical Education2020
Gender Differences in Milestone Ratings and Medical Knowledge Examination Scores Among Internal Medicine Residents
Karen E Hauer, Daniel Jurich et al.ARTICLEAcademic Medicine2021
PURPOSE: To examine whether there are group differences in milestone ratings submitted by program directors working with clinical competency committees (CCCs) based on gender for internal medicine (IM) residents and whether women and men rated similarly on milestones perform comparably on subsequent in-training and certification examinations. METHOD: This national retrospective study examined end-of-year medical knowledge (MK) and patient care (P…
The Covid-19 Pandemic as an Imperative to Advance Medical Student Assessment
Karen E Hauer, Tai Lockspeiser et al.ARTICLEAcademic Medicine2021
Conditions caused by the COVID-19 pandemic have disrupted clinical practice and all aspects of medical education. Yet the need to continue to train physicians to care for patients and communities is greater than ever. Medical educators are responding by adapting curricula in response to requirements for social distancing, changing availability of clinical learning opportunities, and limitations on testing center availability for examinations. The…
Strategies From 11 U.S. Medical Schools for Integrating Basic Science Into Core Clerkships
Michelle Daniel, Gail Morrison et al.ARTICLEAcademic Medicine2021
Calls for curricular reform in medical schools and enhanced integration of basic and clinical science have resulted in a shift toward preclerkship curricula that enhance the clinical relevance of foundational science instruction and provide students with earlier immersion in the clinical environment. These reforms have resulted in shortened preclerkship curricula, yet the promise of integrated basic science education into clerkships has not been …
No One Size Fits All
Justin L Bullock, Meghan T O’Brien et al.ARTICLEAcademic Medicine2021
PURPOSE: This study explores medical students' perspectives on the key features of ideal supervisor responses to microaggressions targeting clerkship medical students. METHOD: This single-institution, qualitative focus group study, based in an interpretivist paradigm, explored clerkship medical students' perceptions in the United States, 2020. During semistructured focus groups, participants discussed 4 microaggression scenarios. The authors empl…
“There Is a Lot of Change Afoot”
Jordan McDonald, Jordan A McDonald et al.ARTICLEAcademic Medicine2021
PURPOSE: Medical schools responding to challenges with fairness, equity, learning environments, and student wellness have reconsidered clerkship grades. This study used the Concerns-Based Adoption Model (CBAM) to explore how faculty responded to a change in the approach to assessment from focus on grades toward focus on feedback. METHOD: This qualitative study used an inductive approach to analyze data from semistructured interviews with teaching…
Using Activity Theory to Explore How Changes in a Work-Based Assessment Tool Can Alter Feedback Systems in Clerkships
Lauren B Phinney, Angelina Fluet et al.ARTICLEAcademic Medicine2021
To address medical students’ need for actionable feedback, institutions have designed and implemented work-based assessment (WBA) tools for formative assessment of students’ clinical performance. 1 However, WBA tools are often misused or underused due to poor user buy-in, misconception of purpose, and inadequate user training. 2 Improving use of WBA tools requires understanding of their role within the system in which they are situated. Cultural …
Standardization in the MSPE
Karen E Hauer, Daniel Giang et al.ARTICLEAcademic Medicine2021
The Medical Student Performance Evaluation (MSPE), which summarizes a medical student’s academic and professional undergraduate medical education performance and provides salient information during the residency selection process, faces persistent criticisms regarding heterogeneity and obscurity. Specifically, MSPEs do not always provide the same type or amount of information about students, especially from diverse schools, and important informat…