Berenike Thomas

Dados Biográficos

ID1592667
NOMEBerenike Thomas
PRENOMESBerenike
SOBRENOMEThomas
ASSINATURATHOMAS B
AFILIAÇÕESRoyal College of Physicians and Surgeons of Canada
ORCID0000-0003-1124-5786
VERIFICADOSim
TOTAL DE OBRAS9
TOTAL DE CITAÇÕES1
TOTAL COMO AUTOR9
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2021
ANO MAIS RECENTE DE PUBLICAÇÃO2025
ÍNDICE H1

  • Artificial Intelligence in Health Professions Education assessment

    Ken Masters, Heather MacNeill et al.ARTICLEMedical Teacher2025

    Health Professions Education (HPE) assessment is being increasingly impacted by Artificial Intelligence (AI), and institutions, educators, and learners are grappling with AI's ever-evolving complexities, dangers, and potential. This AMEE Guide aims to assist all HPE stakeholders by helping them navigate the assessment uncertainty before them. Although the impetus is AI, the Guide grounds its path in pedagogical theory, considers the range of huma…

  • Deidentifying Narrative Assessments to Facilitate Data Sharing in Medical Education

    Open AccessBerenike Thomas, J Bernard et al.ARTICLEAcademic Medicine2024

  • Using Natural Language Processing to Evaluate the Quality of Supervisor Narrative Comments in Competency-Based Medical Education

    Open AccessMaxwell Spadafore, Yusuf Yilmaz et al.ARTICLEAcademic Medicine2024

  • From Utopia Through Dystopia

    Berenike Thomas, Rachel Ellaway et al.ARTICLEAcademic Medicine2021

    The transition to the assessment of entrustable professional activities as part of competency-based medical education (CBME) has substantially increased the number of assessments completed on each trainee. Many CBME programs are having difficulty synthesizing the increased amount of assessment data. Learning analytics are a way of addressing this by systematically drawing inferences from large datasets to support trainee learning, faculty develop…

  • Becoming a deliberately developmental organization

    Berenike Thomas, Holly Caretta‐Weyer et al.ARTICLEMedical Teacher2021

    Medical education is situated within health care and educational organizations that frequently lag in their use of data to learn, develop, and improve performance. How might we leverage competency-based medical education (CBME) assessment data at the individual, program, and system levels, with the goal of redefining CBME from an initiative that supports the development of physicians to one that also fosters the development of the faculty, admini…

  • Capturing outcomes of competency-based medical education

    Elaine Van Melle, Andrew K Hall et al.ARTICLEMedical Teacher2021

    There is an urgent need to capture the outcomes of the ongoing global implementation of competency-based medical education (CBME). However, the measurement of downstream outcomes following educational innovations, such as CBME is fraught with challenges stemming from the complexities of medical training, the breadth and variability of inputs, and the difficulties attributing outcomes to specific educational elements. In this article, we present a…

  • Outcomes of competency-based medical education

    Andrew K Hall, Daniel J Schumacher et al.ARTICLEMedical Teacher2021

    As the global transformation of postgraduate medical training continues, there are persistent calls for program evaluation efforts to understand the impact and outcomes of competency-based medical education (CBME) implementation. The measurement of a complex educational intervention such as CBME is challenging because of the multifaceted nature of activities and outcomes. What is needed, therefore, is an organizational taxonomy to both conceptual…

  • Growth mindset in competency-based medical education

    Denyse Richardson, Benjamin Kinnear et al.ARTICLEMedical Teacher2021

    The ongoing adoption of competency-based medical education (CBME) across health professions training draws focus to learner-centred educational design and the importance of fostering a growth mindset in learners, teachers, and educational programs. An emerging body of literature addresses the instructional practices and features of learning environments that foster the skills and strategies necessary for trainees to be partners in their own learn…

  • Children's education and parental old-age health

    Open AccessBerenike Thomas, Berenike Thoma et al.ARTICLEPopulation Studies2021Citada por: 1Referências: 68

    Previous research has documented intergenerational transmission of human capital from children to parents. Less is known, however, about heterogeneity in this 'upward transmission' in low-resource settings. We examine whether co-resident adult children's education is associated with improved health among older parents in India, using nationally representative data from the 2014 Indian National Sample Survey. Parents of children with tertiary educ…