Joanne M Willey

Biographic Data

ID7719974
NAMEJoanne M Willey
GIVEN NAMESJoanne M
FAMILY NAMEWilley
SIGNATUREWILLEY J M
AFFILIATIONSDepartment of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA
ORCID0000-0003-4544-4417
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS0
AUTHOR COUNT5
EDITOR COUNT0
FIRST PUBLICATION YEAR2019
LATEST PUBLICATION YEAR2024
H-INDEX0

  • What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study

    Judith Brenner, Tracy B Fulton et al.ARTICLEMedical Teacher2024

    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…

  • Exploring the impact of postponing core clerkships on future performance

    Open AccessJeffrey B Bird, Doreen M Olvet et al.ARTICLEMedical Education Online2022

    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

    Doreen M Olvet, Jeffrey B Bird et al.ARTICLEAcademic Medicine2021

    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

    Doreen M Olvet, Joanne M Willey et al.ARTICLEMedical Teacher2021

    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

    Open AccessJeffrey B Bird, Doreen M Olvet et al.ARTICLEMedical Education Online2019

    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…