Noa A Birman
Biographic Data
| ID | 9554623 |
|---|---|
| NAME | Noa A Birman |
| GIVEN NAMES | Noa A |
| FAMILY NAME | Birman |
| SIGNATURE | BIRMAN N A |
| AFFILIATIONS | University of Haifa |
| ORCID | 0000-0002-4645-1793 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The cognitive fabric of collaborative governance
This theoretical article develops a micro-foundational perspective on how and under what conditions collaborative governance groups generate transformative outcomes. It integrates literature on collaboration, transformation, and paradox to advance three core propositions. First, collaborating for transformative outcomes constitutes a distinctive paradoxical context, in which the tensions of collaboration and the tensions of transformation are nes…
Is competency-based medical education sustainable? A pilot study on well-being impacts
Purpose While Competency-Based Medical Education (CBME) offers benefits such as enhanced trainee performance and better patient outcomes, its long-term sustainability has been questioned due to the significant demands it places on healthcare teams. The existing research often emphasizes these challenges, overlooking the potential resources that CBME may provide. This pilot study explores whether the implementation of CBME is associated with impro…
Unveiling the paradoxes of implementing post graduate competency based medical education programs
PURPOSE: Competency-based medical education (CBME) has gained prominence as an innovative model for post-graduate medical education, yet its implementation poses significant challenges, especially with regard to its sustainability. Drawing on paradox theory, we suggest that revealing the paradoxes underlying these challenges may contribute to our understanding of post graduate competency-based medical education (PGCBME) implementation processes a…
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Unveiling the paradoxes of implementing post graduate competency based medical education programs
PURPOSE: Competency-based medical education (CBME) has gained prominence as an innovative model for post-graduate medical education, yet its implementation poses significant challenges, especially with regard to its sustainability. Drawing on paradox theory, we suggest that revealing the paradoxes underlying these challenges may contribute to our understanding of post graduate competency-based medical education (PGCBME) implementation processes a…
The cognitive fabric of collaborative governance
This theoretical article develops a micro-foundational perspective on how and under what conditions collaborative governance groups generate transformative outcomes. It integrates literature on collaboration, transformation, and paradox to advance three core propositions. First, collaborating for transformative outcomes constitutes a distinctive paradoxical context, in which the tensions of collaboration and the tensions of transformation are nes…
Is competency-based medical education sustainable? A pilot study on well-being impacts
Purpose While Competency-Based Medical Education (CBME) offers benefits such as enhanced trainee performance and better patient outcomes, its long-term sustainability has been questioned due to the significant demands it places on healthcare teams. The existing research often emphasizes these challenges, overlooking the potential resources that CBME may provide. This pilot study explores whether the implementation of CBME is associated with impro…
Innovations in Medical Education (2 works) · Medical education (2 works) · Medicine (2 works) · Psychology (2 works) · Accreditation (1 work) · Corporate governance (1 work) · Gender Diversity and Inequality (1 work) · Graduate medical education (1 work) · Healthcare professionals’ stress and burnout (1 work) · Higher Education Learning Practices (1 work)