Judith Brenner
Biographic Data
| ID | 7719975 |
|---|---|
| NAME | Judith Brenner |
| GIVEN NAMES | Judith |
| FAMILY NAME | Brenner |
| SIGNATURE | BRENNER J |
| AFFILIATIONS | Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA |
| ORCID | 0000-0002-8697-5401 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
An Examination of Grade Appeals Via a Root Cause Analysis
Undergraduate medical educators seek to optimize student learning, improve grading transparency and fairness, and provide useful information to residency programs. Recently, the United States Medical Licensing Examination’s shift to pass/fail scoring for step 1 disrupted curricular and assessment operations, and schools’ tiered grading practices have been scrutinized. In noting that significant institutional time and energy were being expended in…
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…
Recommendations to address and research systemic bias in assessment: Perspectives from directors of research in medical education
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
Accelerated 3YMD programs: The last decade of growth of the Consortium of Accelerated Medical Pathway Programs (CAMPP)
Accelerated three-year medical pathway programs have grown significantly over the last decade, consistent with an overall effort to redesign medical curricula, reduce debt and contribute to the workforce
So You Found Inequities in Clerkship Grades? How to Talk With Students and Community Members About Your Findings
Purpose: The Coalition for Physician Accountability and the Association of American Medical Colleges (AAMC) are encouraging medical schools to examine their patterns of clinical clerkship grade distribution and selection to honor societies, such as Alpha Omega Alpha (AΩA) and the Gold Humanism Honor Society, based on race, ethnicity, gender identity/expression, sexual identity/orientation, visa status, ability, and location (e.g., satellite, clin…
Why Are Students Appealing Clerkship Grades? A Multischool Root Cause Analysis
Purpose: As educators in undergraduate medical education, we seek to maximize student learning, grading transparency and fairness, and provide useful information to residency programs that support continued professional development. In recent years medical schools have encountered disruptions to curricular and assessment operations, in part due to the impacts of COVID-191 and the change to a pass/fail-scored United States Medical Licensing Examin…
Strategies to support self-regulated learning in integrated, student-centered curricula
PURPOSE: With undergraduate medical education shifting to an integrated, student-centered approach, self-regulated learning (SRL) skills are critical for student success. Educational research holds that learning strategy effectiveness is context dependent. Our study aims to explore what strategies medical students use to support SRL when engaged in the specific context of an integrated, student-centered curriculum. APPROACH: This study took place…
Help Me End the Silence When One of Our Colleagues is Lost to Suicide
Transition to Medical School: Use of Learning Strategies to Support Self-Regulated Learning in Integrated, Learner-Centered Curricula
Purpose: Medical education research has demonstrated the importance of supporting students during the transition to medical school, a transition rendered even more complex by many medical schools’ shift toward integrated, learner-centered curricula. 1 Despite prior academic success, many students begin medical school without the learning strategies needed to handle the depth, pace, and structure of the curricula. 2 When students are unable to tra…
What Behaviors Define a Good Physician? Assessing and Communicating About Noncognitive Skills
Once medical students attain a certain level of medical knowledge, success in residency often depends on noncognitive attributes, such as conscientiousness, empathy, and grit. These traits are significantly more difficult to assess than cognitive performance, creating a potential gap in measurement. Despite its promise, competency-based medical education (CBME) has yet to bridge this gap, partly due to a lack of well-defined noncognitive observab…
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…
Perceptions of a longitudinal standardized patient experience by standardized patients, medical students, and faculty
Stakeholders observed that the LSP cases brought some sense of continuity missing in other clinical skills encounters which helped prepare students for patient care. Continuity pairings of students, faculty, and SPs were recommended to enhance relationship-building and feedback
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Perceptions of a longitudinal standardized patient experience by standardized patients, medical students, and faculty
Stakeholders observed that the LSP cases brought some sense of continuity missing in other clinical skills encounters which helped prepare students for patient care. Continuity pairings of students, faculty, and SPs were recommended to enhance relationship-building and feedback
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…
Help Me End the Silence When One of Our Colleagues is Lost to Suicide
Transition to Medical School: Use of Learning Strategies to Support Self-Regulated Learning in Integrated, Learner-Centered Curricula
Purpose: Medical education research has demonstrated the importance of supporting students during the transition to medical school, a transition rendered even more complex by many medical schools’ shift toward integrated, learner-centered curricula. 1 Despite prior academic success, many students begin medical school without the learning strategies needed to handle the depth, pace, and structure of the curricula. 2 When students are unable to tra…
What Behaviors Define a Good Physician? Assessing and Communicating About Noncognitive Skills
Once medical students attain a certain level of medical knowledge, success in residency often depends on noncognitive attributes, such as conscientiousness, empathy, and grit. These traits are significantly more difficult to assess than cognitive performance, creating a potential gap in measurement. Despite its promise, competency-based medical education (CBME) has yet to bridge this gap, partly due to a lack of well-defined noncognitive observab…
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…
So You Found Inequities in Clerkship Grades? How to Talk With Students and Community Members About Your Findings
Purpose: The Coalition for Physician Accountability and the Association of American Medical Colleges (AAMC) are encouraging medical schools to examine their patterns of clinical clerkship grade distribution and selection to honor societies, such as Alpha Omega Alpha (AΩA) and the Gold Humanism Honor Society, based on race, ethnicity, gender identity/expression, sexual identity/orientation, visa status, ability, and location (e.g., satellite, clin…
Why Are Students Appealing Clerkship Grades? A Multischool Root Cause Analysis
Purpose: As educators in undergraduate medical education, we seek to maximize student learning, grading transparency and fairness, and provide useful information to residency programs that support continued professional development. In recent years medical schools have encountered disruptions to curricular and assessment operations, in part due to the impacts of COVID-191 and the change to a pass/fail-scored United States Medical Licensing Examin…
Strategies to support self-regulated learning in integrated, student-centered curricula
PURPOSE: With undergraduate medical education shifting to an integrated, student-centered approach, self-regulated learning (SRL) skills are critical for student success. Educational research holds that learning strategy effectiveness is context dependent. Our study aims to explore what strategies medical students use to support SRL when engaged in the specific context of an integrated, student-centered curriculum. APPROACH: This study took place…
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…
Recommendations to address and research systemic bias in assessment: Perspectives from directors of research in medical education
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
Accelerated 3YMD programs: The last decade of growth of the Consortium of Accelerated Medical Pathway Programs (CAMPP)
Accelerated three-year medical pathway programs have grown significantly over the last decade, consistent with an overall effort to redesign medical curricula, reduce debt and contribute to the workforce
An Examination of Grade Appeals Via a Root Cause Analysis
Undergraduate medical educators seek to optimize student learning, improve grading transparency and fairness, and provide useful information to residency programs. Recently, the United States Medical Licensing Examination’s shift to pass/fail scoring for step 1 disrupted curricular and assessment operations, and schools’ tiered grading practices have been scrutinized. In noting that significant institutional time and energy were being expended in…
Innovations in Medical Education (14 works) · Medical education (14 works) · Medicine (14 works) · Psychology (13 works) · Medical Education and Admissions (7 works) · Mathematics education (5 works) · Pedagogy (5 works) · Clinical Reasoning and Diagnostic Skills (4 works) · Computer Science (4 works) · Curriculum (4 works)