M Brownell Anderson
Biographic Data
| ID | 9557107 |
|---|---|
| NAME | M Brownell Anderson |
| GIVEN NAMES | M Brownell |
| FAMILY NAME | Anderson |
| SIGNATURE | ANDERSON M B |
| AFFILIATIONS | Medical Education, Universidade do Minho |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
The Associations Between United States Medical Licensing Examination Performance and Outcomes of Patient Care
Introduction to Really Good Stuff 2024
Brownie Anderson and the 2023‐24 cohort of Medical Education editorial interns introduce the exciting lineup of Really Good Stuff papers that follow
Managing assessment during curriculum change
Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations of graduates. Unplanned curriculum evolution arguably happens continually, usually taking the form of "minor" changes that in combination over time may produce a substantially different programme…
Reduction in final year medical students’ knowledge during the Covid-19 pandemic
There has been little information about how the COVID-19 pandemic has impacted medical students’ knowledge acquisition. The aim of the study was to identify the impact of the COVID-19 pandemic on medical students’ knowledge acquisition by comparing the students’ performance on two Progress Test exams administered in 2019 (pre-pandemic) and 2020 (during the pandemic). We included data from 1,491 students at two medical schools in Brazil. Both scho…
An expression of gratitude to Medical Education Adaptations reviewers
As COVID-19 infection rates increased around the globe, it became clear very quickly that health professional education would be impacted to a degree never seen before.1 Pandemics have been experienced, but this was worldwide and was shutting down large swathes of the world in an unprecedented manner. In response, educators and education leaders scrambled, in the face of considerable uncertainty, to determine how to maintain education continuity …
Consensus framework for good assessment
Introduction: In 2010, the Ottawa Conference produced a set of consensus criteria for good assessment. These were well received and since then the working group monitored their use. As part of the 2010 report, it was recommended that consideration be given in the future to preparing similar criteria for systems of assessment. Recent developments in the field suggest that it would be timely to undertake that task and so the working group was recon…
No prominent works on this page.
Consensus framework for good assessment
Introduction: In 2010, the Ottawa Conference produced a set of consensus criteria for good assessment. These were well received and since then the working group monitored their use. As part of the 2010 report, it was recommended that consideration be given in the future to preparing similar criteria for systems of assessment. Recent developments in the field suggest that it would be timely to undertake that task and so the working group was recon…
An expression of gratitude to Medical Education Adaptations reviewers
As COVID-19 infection rates increased around the globe, it became clear very quickly that health professional education would be impacted to a degree never seen before.1 Pandemics have been experienced, but this was worldwide and was shutting down large swathes of the world in an unprecedented manner. In response, educators and education leaders scrambled, in the face of considerable uncertainty, to determine how to maintain education continuity …
Reduction in final year medical students’ knowledge during the Covid-19 pandemic
There has been little information about how the COVID-19 pandemic has impacted medical students’ knowledge acquisition. The aim of the study was to identify the impact of the COVID-19 pandemic on medical students’ knowledge acquisition by comparing the students’ performance on two Progress Test exams administered in 2019 (pre-pandemic) and 2020 (during the pandemic). We included data from 1,491 students at two medical schools in Brazil. Both scho…
The Associations Between United States Medical Licensing Examination Performance and Outcomes of Patient Care
Introduction to Really Good Stuff 2024
Brownie Anderson and the 2023‐24 cohort of Medical Education editorial interns introduce the exciting lineup of Really Good Stuff papers that follow
Managing assessment during curriculum change
Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations of graduates. Unplanned curriculum evolution arguably happens continually, usually taking the form of "minor" changes that in combination over time may produce a substantially different programme…
Medical education (6 works) · Medicine (6 works) · Psychology (5 works) · Innovations in Medical Education (4 works) · Political science (4 works) · Computer Science (3 works) · Engineering (2 works) · Family medicine (2 works) · Pandemic (2 works) · Public relations (2 works)