Jeffrey B Bird
Biographic Data
| ID | 7719973 |
|---|---|
| NAME | Jeffrey B Bird |
| GIVEN NAMES | Jeffrey B |
| FAMILY NAME | Bird |
| SIGNATURE | BIRD J B |
| AFFILIATIONS | Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA |
| ORCID | 0000-0002-7651-0432 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
State Laws on Reproductive Health and Graduating Medical Students’ Choice of Specialty and Residency Location
What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study
PURPOSE: The purpose of this study was to enrich understanding about the perceived benefits and drawbacks of constructed response short-answer questions (CR-SAQs) in preclerkship assessment using Norcini's criteria for good assessment as a framework. METHODS: This multi-institutional study surveyed students and faculty at three institutions. A survey using Likert scale and open-ended questions was developed to evaluate faculty and student percept…
Comparison of the Multiple Mini-Interview and the Traditional Interview in Medical School Admissions: Lessons Learned Using a Hybrid Model at One Institution
Exploring the impact of postponing core clerkships on future performance
Despite the many clerkship models of medical education, all can be considered a form of experiential learning. Experiential learning is a complex pedagogical approach involving the development of cognitive skills in an environment with a unique culture with multiple stakeholders, which may impact learner motivation, confidence, and other noncognitive drivers of success. Students may delay the transition to the clerkship year for myriad reasons, a…
Can Content Experts Rely on Others to Reliably Score Open-Ended Questions on Summative Exams
Purpose: Although the multiple-choice question format is the primary means of assessing medical students’ knowledge, interest in the use of open-ended questions (OEQs) for assessment is growing. 1 Time burden and subjectivity of grading OEQs are cited as concerns. 2,3 Recruitment of graders without content expertise could reduce the time burden of grading. However, it is unclear if rubrics can be reliably used by individuals who are not content e…
Third year medical students impersonalize and hedge when providing negative upward feedback to clinical faculty
Medical students provide clinical teaching faculty with feedback on their skills as educators through anonymous surveys at the end of their clerkship rotation. Because faculty are in a position of power, students are hesitant to provide candid feedback. Our objective was to determine if medical students were willing to provide negative upward feedback to clinical faculty and describe how they conveyed their feedback. A qualitative analysis of thi…
Patients don’t come with multiple choice options: Essay-based assessment in UME
Curricular revision efforts have resulted in learner-centered programs that value content integration and active learning. Yet, less attention has been placed on assessment methods that are learner-centered and promote assessment for learning. The use of context rich short answer question (CR-SAQ) exams in the preclinical years of medical school was evaluated to determine if this format aligns with the criteria for assessment for learning. Medica…
No prominent works on this page.
Patients don’t come with multiple choice options: Essay-based assessment in UME
Curricular revision efforts have resulted in learner-centered programs that value content integration and active learning. Yet, less attention has been placed on assessment methods that are learner-centered and promote assessment for learning. The use of context rich short answer question (CR-SAQ) exams in the preclinical years of medical school was evaluated to determine if this format aligns with the criteria for assessment for learning. Medica…
Can Content Experts Rely on Others to Reliably Score Open-Ended Questions on Summative Exams
Purpose: Although the multiple-choice question format is the primary means of assessing medical students’ knowledge, interest in the use of open-ended questions (OEQs) for assessment is growing. 1 Time burden and subjectivity of grading OEQs are cited as concerns. 2,3 Recruitment of graders without content expertise could reduce the time burden of grading. However, it is unclear if rubrics can be reliably used by individuals who are not content e…
Third year medical students impersonalize and hedge when providing negative upward feedback to clinical faculty
Medical students provide clinical teaching faculty with feedback on their skills as educators through anonymous surveys at the end of their clerkship rotation. Because faculty are in a position of power, students are hesitant to provide candid feedback. Our objective was to determine if medical students were willing to provide negative upward feedback to clinical faculty and describe how they conveyed their feedback. A qualitative analysis of thi…
Exploring the impact of postponing core clerkships on future performance
Despite the many clerkship models of medical education, all can be considered a form of experiential learning. Experiential learning is a complex pedagogical approach involving the development of cognitive skills in an environment with a unique culture with multiple stakeholders, which may impact learner motivation, confidence, and other noncognitive drivers of success. Students may delay the transition to the clerkship year for myriad reasons, a…
Comparison of the Multiple Mini-Interview and the Traditional Interview in Medical School Admissions: Lessons Learned Using a Hybrid Model at One Institution
What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study
PURPOSE: The purpose of this study was to enrich understanding about the perceived benefits and drawbacks of constructed response short-answer questions (CR-SAQs) in preclerkship assessment using Norcini's criteria for good assessment as a framework. METHODS: This multi-institutional study surveyed students and faculty at three institutions. A survey using Likert scale and open-ended questions was developed to evaluate faculty and student percept…
State Laws on Reproductive Health and Graduating Medical Students’ Choice of Specialty and Residency Location
Medicine (7 works) · Innovations in Medical Education (6 works) · Medical education (6 works) · Psychology (6 works) · Clinical Reasoning and Diagnostic Skills (3 works) · Computer Science (3 works) · Mathematics education (3 works) · Medical Education and Admissions (3 works) · Clinical Psychology (2 works) · Curriculum (2 works)