Jorie M Colbert-Getz

Biographic Data

ID9557669
NAMEJorie M Colbert-Getz
GIVEN NAMESJorie M
FAMILY NAMEColbert-Getz
SIGNATURECOLBERT-GETZ J M
AFFILIATIONSORCID
ORCID0000-0001-7419-7588
VERIFIEDYes
TOTAL WORKS10
TOTAL CITATIONS2
WORKS AS AUTHOR10
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2013
LATEST PUBLICATION YEAR2025
H-INDEX1

  • 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 …

  • Curriculum Research Solutions

    Donald A Cook, Karen E Hauer et al.ARTICLEAcademic Medicine2025

    Health professions educators frequently seek to study their curriculum (e.g., a new or revised curriculum for a degree-granting program, a component of that curriculum, or a stand-alone course). Despite local enthusiasm, curriculum-focused studies are often hard to publish and have been repeatedly discouraged. Yet, few authors have proposed practical solutions. The purpose of this article is to articulate common problems with curriculum research …

  • 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…

  • What Lies Beneath

    Open AccessJorie M Colbert-Getz, Michael S Ryan et al.ARTICLEAcademic Medicine2024

    Medical education is a complex field involving interacting contexts of settings, individuals, and institutional culture. Understanding how contexts interact is important for the applicability of research findings. In this article, the authors describe contexts highlighted in this year’s Research in Medical Education articles related to being and belonging, the definition of medical education, assessment and feedback, and learning and climate. The…

  • Promotion of a Mastery Orientation to Learning in Medical School

    Open AccessJorie M Colbert-Getz, Janet E Lindsley et al.ARTICLEAcademic Medicine2023

  • Systems Thinking to Solve Wicked Problems Like Mistreatment

    Jorie M Colbert-Getz, Brian Good et al.ARTICLEAcademic Medicine2021

    Wicked problems are those that involve multiple causes, are unpredictable, involve intractable people, and usually have layers of political and social factors to consider. 1 The complexity of wicked problems requires new approaches for problem solving and evaluation since there is not a simple linear relationship between root causes and outcomes. The education field has developed a new evaluation approach using a systems thinking lens to account …

  • Three key issues for determining competence in a system of assessment

    Jorie M Colbert-Getz, Judy A SheaARTICLEMedical Teacher2021

    There is widespread agreement that medical education should include multi-source, multi-method, and multi-purpose forms of assessment and thus should move towards cohesive systems of assessment. One possibility that fits comfortably with a system of assessment framework is to organize assessments around a competency based medical education model. However conceptually appealing a competency based medical education model is, discussions are sparse …

  • An objective structured clinical examination

    Open AccessPETER HANNON, Katie Lappé et al.ARTICLEMedical Education2020

    Objective structured clinical examinations (OSCEs) in the United States medical schools traditionally involve students interviewing and examining standardised patients (SPs) in clinical skills laboratories. Our medical students complete two-station OSCEs at the end of each clerkship. We suspended in-person curricular activities during the coronavirus disease 2019 (COVID-19) pandemic. Our dilemma referred to whether we should administer OSCEs upon…

  • Improving students’ narrative feedback to educators

    Open AccessJohn Peterson, Candace J Chow et al.ARTICLEMedical Education2020

  • Number-of-Features Effects During Reading

    Anne E Cook, Jorie Colbert-Getz et al.ARTICLEDiscourse Processes2013Cited by: 2References: 39

    Researchers have demonstrated that words with high numbers of features (NOF) are recognized more quickly than words with low NOF. One difficulty in testing theories of word recognition with paradigms that present words in isolation, however, is that these paradigms can produce task demands not present in naturalistic reading situations. Extending previous research on this topic, we embedded high and low NOF words in neutral sentences that partici…