Tai Lockspeiser

Biographic Data

ID9556162
NAMETai Lockspeiser
GIVEN NAMESTai
FAMILY NAMELockspeiser
SIGNATURELOCKSPEISER T
AFFILIATIONST. Lockspeiser is associate dean of medical education for assessment, evaluation, and outcomes, and professor, Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado ; [email protected]
ORCID0000-0002-1633-4860
VERIFIEDYes
TOTAL WORKS13
TOTAL CITATIONS0
AUTHOR COUNT13
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2025
H-INDEX0

  • The 2025 Rime Foreword

    Open AccessT R Wyatt, Michael S Ryan et al.ARTICLEAcademic Medicine2025

    Medical education scholars, particularly those early in their careers, frequently encounter challenges in integrating theory into their research, a common point of feedback from peer review processes such as the Research in Medical Education (RIME) series. Theory, defined as interconnected ideas or principles, offers a structured lens to understand complex educational phenomena. It helps organize existing knowledge, predict outcomes, and explain …

  • Secondary Traumatic Stress in Medical Students During Clinical Clerkships

    Open AccessKira A Grush, Wendy Christensen et al.ARTICLEAcademic Medicine2025

  • Responding to Contextual Change

    Binbin Zheng, Tai Lockspeiser et al.ARTICLEAcademic Medicine2025

    Medical education is situated within dynamic, multilayered ecosystems that are continuously shaped by sociopolitical forces, institutional structures, and evolving learner identities. In this commentary, the authors apply ecological theories of system to synthesize this year’s Research in Medical Education articles, highlighting how contextual change reverberates across multiple levels of the medical education system, shaping identity, emotion, b…

  • Scholarly Program Evaluation

    Jorie M Colbert-Getz, Anna-Kay Thomas et al.ARTICLEAcademic Medicine2025

    Various resources exist for conducting program evaluations, but these resources do not specify features of a scholarly program evaluation. In this commentary, the authors use Glassick’s criteria for scholarship (clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective critique) to define what counts as a scholarly program evaluation. Then they use a hypothetical scenario common in medical…

  • ‘Yourself in all your forms’

    Open AccessJustin L Bullock, Javeed Sukhera et al.ARTICLEMedical Education2024

  • Career Trajectory and Workforce Outcomes of Graduates of an Urban Longitudinal Integrated Clerkship

    Open AccessJennifer E Adams, Catherine Ard et al.ARTICLEAcademic Medicine2023

    Purpose: Longitudinal Integrated Clerkships (LICs) aimed to build and sustain a rural workforce through medical school clinical exposure have demonstrated success in recruiting trainees to practice in rural areas with workforce shortages.1,2 At the same time, society maintains a critical need for physicians who are dedicated to serving urban underserved patient populations. Many students enter medical school highly altruistic with an orientation …

  • Preliminary Workforce Outcomes of an Urban Longitudinal Integrated Clerkship

    Open AccessJeffrey L Brudney, Jennifer E Adams et al.ARTICLEAcademic Medicine2023

  • Designing a Shortened Preclinical Basic Science Curriculum

    Open AccessN Held, Sheilah Jimenez et al.ARTICLEAcademic Medicine2023

  • ChatGPT for assessment writing

    Matthew Zuckerman, Ryan Flood et al.ARTICLEMedical Teacher2023

    What is the educational challenge?Medical schools invest significant resources into the creation of multiple-choice items for assessments. This process is costly and requires faculty training. Recently ChatGPT has been used in various areas to improve content creation efficiency, and it has otherwise been used to answer USMLE-style assessment items.What are the proposed solutions?We proposed the use of ChatGPT to create initial drafts of multiple…

  • Redistribution of Basic Medical Science Content During Undergraduate Medical Education Curricular Reform

    N Held, Sheilah Jimenez et al.ARTICLEAcademic Medicine2022

    Over the past 2 decades, calls for medical school curricula reform have emphasized earlier student exposure to the clinical environment, resulting in shortened classroom time before students begin clinical rotations and compelling careful examination of the context and redistribution of basic medical science instruction across the preclinical, clerkship, and postclerkship periods. 1 Educators aim to both focus preclinical content on that which is…

  • Real-Time Preceptor Interviews to Improve Faculty Feedback to Students

    Amy Reppert, Amy E Reppert et al.ARTICLEAcademic Medicine2022

    Narrative comments from preceptors are a key component of medical student assessment. Meta-analyses have shown that feedback is a powerful intervention to improve performance. 1,2 Comments are also essential in identifying and documenting worrisome student behaviors. However, the quality and quantity of comments are often poor. As a means of improving the quality of comments and feedback, we conducted a pilot study to determine if virtual intervi…

  • The Covid-19 Pandemic as an Imperative to Advance Medical Student Assessment

    Karen E Hauer, Tai Lockspeiser et al.ARTICLEAcademic Medicine2021

    Conditions caused by the COVID-19 pandemic have disrupted clinical practice and all aspects of medical education. Yet the need to continue to train physicians to care for patients and communities is greater than ever. Medical educators are responding by adapting curricula in response to requirements for social distancing, changing availability of clinical learning opportunities, and limitations on testing center availability for examinations. The…

  • They Don’t See a Lot of People My Color

    Justin L Bullock, Tai Lockspeiser et al.ARTICLEAcademic Medicine2020

    PURPOSE: Stereotype threat is an important psychological phenomenon in which fear of fulfilling negative stereotypes about one's group impairs performance. The effects of stereotype threat in medical education are poorly characterized. This study examined the prevalence of racial/ethnic stereotype threat amongst fourth-year medical students and explored its impact on students' clinical experience. METHOD: This was an explanatory sequential mixed …