Amy L Wilson‐Delfosse
Biographic Data
| ID | 7847131 |
|---|---|
| NAME | Amy L Wilson‐Delfosse |
| GIVEN NAMES | Amy L |
| FAMILY NAME | Wilson‐Delfosse |
| SIGNATURE | DELFOSSE A L W |
| AFFILIATIONS | Case Western Reserve University |
| ORCID | 0000-0002-3427-2202 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The prompt-powered worksheet
Health professions educators face a challenge of leveraging generative AI to enhance learning while preventing passive engagement that undermines the critical thinking essential for patient safety. Faculty express concerns about AI fostering superficial understanding, yet many institutions lack appropriate pedagogical solutions. This challenge is compounded by variations in faculty AI expertise across institutions, hindering the intentional integ…
Using a boundary crossing lens to understand basic science educator and clinical educator collaboration in instructional design
PURPOSE: Collaborations between basic science educators (BE) and clinical educators (CE) in medical education are common and necessary to create integrated learning materials. However, few studies describe experiences of or processes used by educators engaged in interdisciplinary teamwork. We use the lens of boundary crossing to explore processes described by BE and CE that support the co-creation of integrated learning materials, and the impact …
Response to
"Response to: Perceptions of student skill development in problem-based learning may not correlate with objective measures of performance in the clinical environment." Medical Teacher, 43(2), pp. 243–244
Case Western Reserve University School of Medicine, Including the Cleveland Clinic Lerner College of Medicine
Medical Education Program Highlights Case Western Reserve University (CWRU) School of Medicine (SOM) has 2 collaborative MD degree programs: the University Program, established in 1843 as the Western Reserve School of Medicine, and the Cleveland Clinic Lerner College of Medicine (College) program, launched in 2002. The University program’s 4-year curriculum, Western Reserve2, merges the disciplines of public health and medicine into a single inte…
Students perceive skills learned in pre-clerkship PBL valuable in core clinical rotations
Purpose: Problem-based learning (PBL) is an instructional method widely used by medical educators that promotes an environment in which students effectively learn the foundational knowledge and skills that are prerequisites for graduation. This study evaluated medical students’ perceptions of the helpfulness of skills acquired in PBL to core clerkship rotations.Methods: A 25-item survey was designed to assess students’ perceptions of skills learn…
The educators’ experience
BACKGROUND: The Master Adaptive Learner (MAL) theoretical framework describes an integrated approach to learning that combines features of educational theory on self-regulated learning and aspects of quality improvement. In order to develop MAL students, it is important to pay attention to the learning environment. PURPOSE: needed to promote the development of master adaptive learners. METHODS: Thematic analysis of reports by medical educators wh…
Identifying Gaps in the Cultural Competence/Sensitivity Components of an Undergraduate Medical School Curriculum
No prominent works on this page.
Identifying Gaps in the Cultural Competence/Sensitivity Components of an Undergraduate Medical School Curriculum
Case Western Reserve University School of Medicine, Including the Cleveland Clinic Lerner College of Medicine
Medical Education Program Highlights Case Western Reserve University (CWRU) School of Medicine (SOM) has 2 collaborative MD degree programs: the University Program, established in 1843 as the Western Reserve School of Medicine, and the Cleveland Clinic Lerner College of Medicine (College) program, launched in 2002. The University program’s 4-year curriculum, Western Reserve2, merges the disciplines of public health and medicine into a single inte…
Students perceive skills learned in pre-clerkship PBL valuable in core clinical rotations
Purpose: Problem-based learning (PBL) is an instructional method widely used by medical educators that promotes an environment in which students effectively learn the foundational knowledge and skills that are prerequisites for graduation. This study evaluated medical students’ perceptions of the helpfulness of skills acquired in PBL to core clerkship rotations.Methods: A 25-item survey was designed to assess students’ perceptions of skills learn…
The educators’ experience
BACKGROUND: The Master Adaptive Learner (MAL) theoretical framework describes an integrated approach to learning that combines features of educational theory on self-regulated learning and aspects of quality improvement. In order to develop MAL students, it is important to pay attention to the learning environment. PURPOSE: needed to promote the development of master adaptive learners. METHODS: Thematic analysis of reports by medical educators wh…
Response to
"Response to: Perceptions of student skill development in problem-based learning may not correlate with objective measures of performance in the clinical environment." Medical Teacher, 43(2), pp. 243–244
Using a boundary crossing lens to understand basic science educator and clinical educator collaboration in instructional design
PURPOSE: Collaborations between basic science educators (BE) and clinical educators (CE) in medical education are common and necessary to create integrated learning materials. However, few studies describe experiences of or processes used by educators engaged in interdisciplinary teamwork. We use the lens of boundary crossing to explore processes described by BE and CE that support the co-creation of integrated learning materials, and the impact …
The prompt-powered worksheet
Health professions educators face a challenge of leveraging generative AI to enhance learning while preventing passive engagement that undermines the critical thinking essential for patient safety. Faculty express concerns about AI fostering superficial understanding, yet many institutions lack appropriate pedagogical solutions. This challenge is compounded by variations in faculty AI expertise across institutions, hindering the intentional integ…
Innovations in Medical Education (5 works) · Medical education (5 works) · Medicine (5 works) · Psychology (5 works) · Pedagogy (3 works) · Problem and Project Based Learning (3 works) · Sociology (3 works) · Active learning (machine learning) (2 works) · Computer Science (2 works) · Curriculum (2 works)