Amy Blatt
Biographic Data
| ID | 9648394 |
|---|---|
| NAME | Amy Blatt |
| GIVEN NAMES | Amy |
| FAMILY NAME | Blatt |
| SIGNATURE | BLATT A |
| AFFILIATIONS | University of Rochester |
| ORCID | 0000-0003-3608-9193 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Bias Reporting in the Clinical Learning Environment: A National Survey of Internal Medicine Clerkship Directors
Examining Generalizability of Faculty Members’ Narrative Assessments
Purpose: Narrative assessment of trainees can provide meaningful and valid representations of performance,1 yet significant barriers remain to their quality.2 Although the literature offers promising accounts of interventions to improve the quality of faculty members’ narratives,3,4 these studies largely document improvements at a population level, and the extent to which they improve quality at the individual level remains unclear. Thus, a more …
Predictors of Narrative Evaluation Quality in Undergraduate Medical Education Clerkships
Purpose: Prior work has established validity evidence of narrative assessments 1 and suggests that constructivist–interpretivist assessment approaches provide more meaningful 2 and potentially, more valid representations of trainee performance than numeric-based assessments. 3 Yet, narratives are frequently perceived as vague, nonspecific, and low quality. 4 Evidence also points to consistent patterns of bias in narrative evaluations by factors i…
Predictors of faculty narrative evaluation quality in medical school clerkships
No prominent works on this page.
Predictors of Narrative Evaluation Quality in Undergraduate Medical Education Clerkships
Purpose: Prior work has established validity evidence of narrative assessments 1 and suggests that constructivist–interpretivist assessment approaches provide more meaningful 2 and potentially, more valid representations of trainee performance than numeric-based assessments. 3 Yet, narratives are frequently perceived as vague, nonspecific, and low quality. 4 Evidence also points to consistent patterns of bias in narrative evaluations by factors i…
Predictors of faculty narrative evaluation quality in medical school clerkships
Examining Generalizability of Faculty Members’ Narrative Assessments
Purpose: Narrative assessment of trainees can provide meaningful and valid representations of performance,1 yet significant barriers remain to their quality.2 Although the literature offers promising accounts of interventions to improve the quality of faculty members’ narratives,3,4 these studies largely document improvements at a population level, and the extent to which they improve quality at the individual level remains unclear. Thus, a more …
Bias Reporting in the Clinical Learning Environment: A National Survey of Internal Medicine Clerkship Directors
Innovations in Medical Education (4 works) · Medical education (4 works) · Medicine (4 works) · Psychology (4 works) · Family medicine (3 works) · Narrative (3 works) · Clinical Reasoning and Diagnostic Skills (2 works) · Empathy and Medical Education (2 works) · Narrative inquiry (2 works) · Applied Psychology (1 works)