Nora Y Osman

Biographic Data

ID8306918
NAMENora Y Osman
GIVEN NAMESNora Y
FAMILY NAMEOsman
SIGNATUREOSMAN N Y
AFFILIATIONSBrigham and Women's Hospital
ORCID0000-0003-3542-1262
VERIFIEDYes
TOTAL WORKS13
TOTAL CITATIONS0
WORKS AS AUTHOR13
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2025
H-INDEX0

  • Internal Medicine Clerkship Directors’ Roles and Experiences as Specialty Advisors

    Nicholas S Duca, Irene Alexandraki et al.ARTICLEAcademic Medicine2025

  • Structures and Processes of Grading Committees in Internal Medicine Clerkships

    Open AccessIrene Alexandraki, Nora Y Osman et al.ARTICLEAcademic Medicine2025

  • Moving Beyond the Dichotomous Assessment of Professionalism in the Internal Medicine Clerkship

    Open AccessMary W Montgomery, Elizabeth M Petersen et al.ARTICLEAcademic Medicine2024

  • Applying self‐determination theory to stem medical schools' clinical teacher sustainability crisis

    Open AccessDavid A Hirsh, Paul Crampton et al.ARTICLEMedical Education2024

  • Facilitating the transition to residency

    Dana G Callahan, Nora Y Osman et al.ARTICLEMedical Teacher2024

    BACKGROUND: The transition from medical school to residency is a critical developmental phase; coaching may help students prepare for this role transition. AIMS: We explored whether near-peer coaching could improve a specific workplace skill prior to residency. METHODS: = 16). Resident coaches completed one training session, and student-coach dyads met for one coaching session on 'pre-rounding'- gathering patient data before rounds. The program w…

  • Strategies for Advancing Equity in Frontline Clinical Assessment

    Open AccessChavon Onumah, Chavon M Onumah et al.ARTICLEAcademic Medicine2023

    Educational equity in medicine cannot be achieved without addressing assessment bias. Assessment bias in health professions education is prevalent and has extensive implications for learners and, ultimately, the health care system. Medical schools and educators desire to minimize assessment bias, but there is no current consensus on effective approaches. Frontline teaching faculty have the opportunity to mitigate bias in clinical assessment in re…

  • The Urgency of Now

    Open AccessEric S Holmboe, Nora Y Osman et al.ARTICLEAcademic Medicine2023

    Assessment is essential to professional development. Assessment provides the information needed to give feedback, support coaching and the creation of individualized learning plans, inform progress decisions, determine appropriate supervision levels, and, most importantly, help ensure patients and families receive high-quality, safe care in the training environment. While the introduction of competency-based medical education has catalyzed advanc…

  • An exploratory study of goal orientations of traditional block and longitudinal integrated clerkship students

    Stephanie Lin-Beckford, Nora Y Osman et al.ARTICLEMedical Teacher2023

    Background Achievement goal theory links goal setting, motivation, and learning and describes three orientations: ‘mastery’ (seeking learning), ‘performance’ (seeking positive judgments), and ‘performance-avoidance’ (avoiding negative judgments). Mastery orientation is considered most adaptive. The authors investigated goal orientations of traditional block clerkship (TBC) and longitudinal integrated clerkship (LIC) students.Methods This was an e…

  • Building Longitudinal Relationships Into a Traditional Block Clerkship Model

    Alev Atalay, Alev J Atalay et al.ARTICLEAcademic Medicine2021

    PURPOSE: The authors describe the implementation of the novel Longitudinal Clinical Experiences with Patients (LCEP) curriculum, designed to integrate continuity and longitudinal patient relationships into a traditional block clerkship (BC), and present a mixed-methods analysis evaluating program effectiveness to assess its feasibility, value, and impact. METHOD: This was a mixed-methods study of 54 Harvard Medical School students who participate…

  • Diversity Is Not Enough

    Sonja R Solomon, Sonja Solomon et al.ARTICLEAcademic Medicine2021

    Medical students, residents, and faculty have begun to examine and grapple with the legacy and persistence of structural racism in academic medicine in the United States. Until recently, the discourse and solutions have largely focused on augmenting diversity across the medical education continuum through increased numbers of learners from groups underrepresented in medicine (UIM). Despite deliberate measures implemented by medical schools, resid…

  • The organizational growth mindset

    Open AccessNora Y Osman, David A HirshARTICLEMedical Education2021

    Using ‘organization growth mindset’ while drawing on Dweck's 'self‐theories,' Osman and Hirsh encourage medical education leaders to imagine and animate cultures of improvement and innovation

  • How Should Health Professional Education Respond to Widespread Racial and Ethnic Health Inequity and Police Brutality

    Open AccessAlden Landry, Rose L Molina et al.ARTICLEThe AMA Journal of Ethic2021

    Health professions educators continuously adapt curricular content in response to new scientific knowledge but can struggle to incorporate content about current social issues that profoundly affect students and learning environments. This article offers recommendations to support innovation and action as students and faculty grapple with ongoing unrest in the United States, including racism, murders of Black people by police, and COVID-19

  • When I say … growth mindset

    Open AccessNora Y Osman, David E E Sloane et al.ARTICLEMedical Education2020

    The authors imagine how learners, teachers, and institutions apply the empirical science of Carol Dweck’s Self‐theories and the “growth mindset” to medical education design