John L Dalrymple

Biographic Data

ID9556365
NAMEJohn L Dalrymple
GIVEN NAMESJohn L
FAMILY NAMEDalrymple
SIGNATUREDALRYMPLE J L
AFFILIATIONSJ.L. Dalrympleis associate professor of obstetrics, gynecology and reproductive biology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts.
ORCID0000-0001-5183-1937
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS0
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2022
H-INDEX0

  • Harvard Medical School’s Sexual and Gender Minority Health Equity Initiative

    Open AccessAlex S Keuroghlian, Brittany M Charlton et al.ARTICLEAcademic Medicine2022

    PROBLEM: Sexual and gender minority (SGM) populations face numerous health disparities. Medical school curricula lack adequate educational content preparing students for serving SGM patients, and medical students typically do not experience welcoming, inclusive educational environments conducive to learning about SGM health care. APPROACH: In 2018, Harvard Medical School (HMS) launched the 3-year Sexual and Gender Minority Health Equity Initiativ…

  • Biography cards to facilitate student–patient connections in obstetrics/gynaecology clinic

    Open AccessTara A Singh, Allison E Seitchik et al.ARTICLEMedical Education2022

  • The Harvard Medical School Pathways curriculum

    A Sullivan, Edward Krupat et al.ARTICLEMedical Teacher2022

    Purpose The Harvard Medical School Pathways curriculum represents a major reform effort. Our goals were to enhance reasoning and clinical skills and improve the learning environment and students’ approach to learning via use of collaborative, case-based pedagogy; early clinical exposure; and enhanced approaches to teaching and evaluating clinical skills. We evaluated the impact of Pathways on key outcomes related to these goals.Materials and meth…

  • Strategies From 11 U.S. Medical Schools for Integrating Basic Science Into Core Clerkships

    Michelle Daniel, Gail Morrison et al.ARTICLEAcademic Medicine2021

    Calls for curricular reform in medical schools and enhanced integration of basic and clinical science have resulted in a shift toward preclerkship curricula that enhance the clinical relevance of foundational science instruction and provide students with earlier immersion in the clinical environment. These reforms have resulted in shortened preclerkship curricula, yet the promise of integrated basic science education into clerkships has not been …

  • Preparing Future Doctors for Telemedicine

    Susan E Frankl, Ashwini Joshi et al.ARTICLEAcademic Medicine2021

    PROBLEM: The COVID-19 pandemic led to changes in both the clinical environment and medical education. The abrupt shift to telemedicine in March 2020, coupled with the recommendation that medical students pause in-person clinical rotations, highlighted the need for student training in telemedicine. APPROACH: To maintain students' ability to participate in clinical encounters and continue learning in the new virtual environment, a telemedicine curr…

  • Exploiting the power of information in medical education

    Open AccessWilliam B Cutrer, W Anderson Spickard et al.ARTICLEMedical Teacher2021

    The explosion of medical information demands a thorough reconsideration of medical education, including what we teach and assess, how we educate, and whom we educate. Physicians of the future will need to be self-aware, self-directed, resource-effective team players who can synthesize and apply summarized information and communicate clearly. Training in metacognition, data science, informatics, and artificial intelligence is needed. Education pro…

  • Identifying and Supporting Students to Prevent USMLE Step 1 Failures When Testing Follows Clerkships

    Aubrie Swan Sein, Michelle Daniel et al.ARTICLEAcademic Medicine2020

    Several schools have moved the United States Medical Licensing Examination Step 1 exam after core clerkships, and others are considering this change. Delaying Step 1 may improve Step 1 performance and lower Step 1 failure rates. Schools considering moving Step 1 are particularly concerned about late identification of struggling students and late Step failures, which can be particularly problematic due to reduced time to remediate and accumulated …

  • The Harvard Medical School Pathways Curriculum

    Richard M Schwartzstein, Jules L Dienstag et al.ARTICLEAcademic Medicine2020

    As the U.S. health care system changes and technology alters how doctors work and learn, medical schools and their faculty are compelled to modify their curricula and teaching methods. In this article, educational leaders and key faculty describe how the Pathways curriculum was conceived, designed, and implemented at Harvard Medical School. Faculty were committed to the principle that educators should focus on how students learn and their ability…