Maryellen E Gusic

Biographic Data

ID9555153
NAMEMaryellen E Gusic
GIVEN NAMESMaryellen E
FAMILY NAMEGusic
SIGNATUREGUSIC M E
AFFILIATIONSCenter for Medical Education Research and Scholarly Innovation and Department of Pediatrics, University of Virginia School of Medicine, Charlottesville, VA, USA
ORCID0000-0002-6519-223X
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS0
AUTHOR COUNT9
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Harnessing maturity matrix models to support strategic implementation of competency-based medical education

    Machelle Linsenmeyer, Maryellen E GusicARTICLEMedical Teacher2026

    WHAT IS THE EDUCATIONAL CHALLENGE?: Implementation of Competency-Based Medical Education (CBME) requires a systematic approach and evaluation plan that includes processes to identify and address opportunities for continuous improvement. WHAT ARE THE PROPOSED SOLUTIONS?: Maturity assessment models-frameworks widely used in business and data governance-are an innovative approach to support evaluation and improvement of CBME systems. Maturity models…

  • ‘We’re like Spider-Man; with great power comes great responsibility’

    Open AccessMartha J Elster, Andrew S Parsons et al.ARTICLEMedical Teacher2025

    BACKGROUND: Medical students can experience a range of academic and non-academic struggles. Coaching is a valuable strategy to support learners, but coaches describe working with struggling learners as taxing. Transformative learning theory (TLT) provides insights into how educators grow from challenging experiences to build resilience. This study explores how coaches evolve as educators through supporting struggling students. METHODS: This quali…

  • How well do workplace‐based assessments support summative entrustment decisions? A multi‐institutional generalisability study

    Open AccessMichael S Ryan, Katherine A Gielissen et al.ARTICLEMedical Education2024

  • Becoming by doing

    Constance D Baldwin, Vivian Lewis et al.ARTICLEMedical Teacher2023

    Purpose Leadership development programs often use institutional projects to activate learning. We explored how project work shaped leadership identity formation in senior women leaders from one academic health science center who enrolled in The Hedwig von Ameringen Executive Leadership in Academic Medicine (ELAM®) program.Materials and methods We interviewed ELAM Fellows and conducted a qualitative analysis of transcripts. Our primary analysis fo…

  • Fidelity to Best Practices in EPA Implementation

    Open AccessMeg Keeley, Megan J Bray et al.ARTICLEAcademic Medicine2022

  • Program Evaluation’s “Next of Kin”

    Open AccessDorene F Balmer, Melissa Klein et al.ARTICLEAcademic Medicine2022

  • Coaching medical students to confront racism in the clinical setting

    Open AccessTiana Walker, Lindsey B Whalen et al.ARTICLEMedical Education2021

  • The use of EPA assessments in decision-making

    Victor Soukoulis, James R Martindale et al.ARTICLEMedical Teacher2021

    BACKGROUND: Entrustable professional activities (EPAs) have been introduced as a framework for teaching and assessment in competency-based educational programs. With growing use, has come a call to examine the validity of EPA assessments. We sought to explore the correlation of EPA assessments with other clinical performance measures to support use of supervision ratings in decisions about medical students' curricular progression. METHODS: Spearm…

  • University of Virginia School of Medicine

    Megan J Bray, Maryellen E Gusic et al.ARTICLEAcademic Medicine2020

    Medical Educational Program Highlights The Next Generation (Next Gen) curriculum at the University of Virginia School of Medicine (UVA SOM) is grounded in the Twelve Competencies Required of a Contemporary Physician1 and was implemented in 2010 in alignment with these goals: Assure all graduates demonstrate mastery of the competencies required of a contemporary physician Integrate content around organ systems Integrate clinical and basic science …