Kulamakan Kulasegaram

Biographic Data

ID9557055
NAMEKulamakan Kulasegaram
GIVEN NAMESKulamakan
FAMILY NAMEKulasegaram
SIGNATUREKULASEGARAM K
AFFILIATIONSUniversity of Toronto
ORCID0000-0002-6644-0098
VERIFIEDYes
TOTAL WORKS14
TOTAL CITATIONS0
WORKS AS AUTHOR14
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2025
H-INDEX0

  • Artificial Intelligence Meets Holistic Review

    Open AccessJacob T Rosenthal, Frederic W Hafferty et al.ARTICLEAcademic Medicine2025

    Holistic review has been widely adopted in medical education as a means of promoting equity in the application process and diversity in the medical workforce. Artificial intelligence (AI) is a rapidly emerging technology already having an impact on the medical school and residency application process as students and faculty alike increasingly turn to AI tools to automate some steps in the preparation and evaluation of application materials. While…

  • Timing's not everything

    Open AccessAnna Ryan, Terry Judd et al.ARTICLEMedical Education2024

  • Validity evidence supporting clinical skills assessment by artificial intelligence compared with trained clinician raters

    Open AccessVilma Johnsson, Morten Bo Søndergaard et al.ARTICLEMedical Education2024

  • Data sharing and big data in health professions education

    Kulamakan Kulasegaram, Lawrence Grierson et al.ARTICLEMedical Teacher2024

    Changes in digital technology, increasing volume of data collection, and advances in methods have the potential to unleash the value of big data generated through the education of health professionals. Coupled with this potential are legitimate concerns about how data can be used or misused in ways that limit autonomy, equity, or harm stakeholders. This consensus statement is intended to address these issues by foregrounding the ethical imperativ…

  • Detour or New Direction

    Open AccessNathan Cupido, Laura Diamond et al.ARTICLEAcademic Medicine2023

  • Assessment for Learning

    Open AccessGlendon R Tait, Kulamakan KulasegaramARTICLEEducation Sciences2022

    (1) Background: Programmatic assessment optimizes the coaching, learning, and decision-making functions of assessment. It utilizes multiple data points, fit for purpose, which on their own guide learning, but taken together form the basis of holistic decision making. While they are agreed on principles, implementation varies according to context. (2) Context: The University of Toronto MD program implemented programmatic assessment as part of a ma…

  • Can I Ask a Question About URiM Awards That I Don’t Know the Answer to? Designing an Award for Underrepresented Medical Education Researchers

    Zareen Zaidi, Justin L Sewell et al.ARTICLEAcademic Medicine2022

    Meaningful Equity, Diversity, and Inclusion (EDI) efforts may be stymied by concerns about whether proposed initiatives are performative or tokenistic. The purpose of this project was to analyze discussions by the Research in Medical Education (RIME) Program Planning committee about how best to recognize and support underrepresented in medicine (URiM) researchers in medical education to generate lessons learned that might inform local, national, …

  • Adapting the Admissions Interview During Covid-19

    Kulamakan Kulasegaram, Victorina Baxan et al.ARTICLEAcademic Medicine2022

    COVID-19 physical distancing limited many medical schools’ abilities to conduct in-person interviews for the 2020 admissions cycle. The University of Toronto (U of T) Temerty Faculty of Medicine was already in the midst of its interview process, with two-thirds of applicants having completed the in-person modified personal interview (MPI). As the university and surrounding region were shut down, the shift was made in the middle of the application…

  • Does group size matter during collaborative skills learning? A randomised study

    Open AccessLaerke Marijke Noerholk, Anne Mette Mørcke et al.ARTICLEMedical Education2022

  • Implementation and evaluation of an innovative virtual care curriculum

    Open AccessBatya Grundland, Kulamakan Kulasegaram et al.ARTICLEMedical Education2022

  • The myth of ivory tower versus practice‐oriented research

    Open AccessMartin G Tolsgaard, Kulamakan Kulasegaram et al.ARTICLEMedical Education2021

  • The Benefits of Tying Yourself in Knots

    Andreas Höier Aagesen, Rune Dall Jensen et al.ARTICLEAcademic Medicine2020

    PURPOSE: Teaching technical skills through the use of guided discovery learning (GDL) is an ongoing topic of research. In this approach, learners practice and struggle before receiving formal instruction. This has shown promise in other domains of learning, yet in the realm of procedural skills, clarity is still needed. This study seeks to address these gaps by investigating efficacy and mechanisms relating to application for a GDL approach in te…

  • Same but Different

    Maria Mylopoulos, Kulamakan Kulasegaram et al.ARTICLEAcademic Medicine2020

    PURPOSE: Longitudinal integrated clerkships (LICs) are a widely used method of delivering clerkship curricula. Although there is evidence that LICs work and core components of LIC training have been identified, there is insufficient understanding of which components are integral to why they work. To address this question, this research explored how students experienced the first year of an LIC program. The aim was to use participants' understandi…

  • University of Toronto Faculty of Medicine

    Paul Tonin, Stacey Bernstein et al.ARTICLEAcademic Medicine2020

    Medical Education Program Highlights The University of Toronto Faculty of Medicine was founded as a school of medicine in 1843. It is uniquely positioned as the only medical school operating in a greater Toronto area with a diverse population of more than 6 million people. The MD program is delivered in partnership with 30+ affiliated clinical teaching sites, including 9 fully affiliated hospitals and research institutes and 4 associate affiliate…