Lauren A Maggio

Dados Biográficos

ID8529477
NOMELauren A Maggio
PRENOMESLauren A
SOBRENOMEMaggio
ASSINATURAMAGGIO L A
AFILIAÇÕESUniversity of Illinois Chicago
ORCID0000-0002-2997-6133
VERIFICADOSim
TOTAL DE OBRAS34
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR34
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2020
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H0

  • AI, authorship teams and agency

    Open AccessLauren A Maggio, Abigail KonopaskyARTICLEMedical Education2026

    Using AI is always a delicate relationship. These co‐authors share their reflections as AI becomes more prominent. This commentary asks if we are having the conversations we need to be having in our authorship teams

  • Health professions education in name, medical education in practice

    Michael Soh, Lauren A MaggioARTICLEMedical Teacher2026

    INTRODUCTION: The field historically known as medical education (MEDED) has increasingly adopted the label of health professions education (HPE), signaling expansion beyond medicine. This terminological shift is evident in the scope of journals and the names of conferences and degree programs, but it appears to have occurred without the formal consensus of the health professions it now claims to represent. As disciplinary language influences iden…

  • When and how to disclose AI use in academic publishing

    Open AccessJennifer Cleland, Erik W Driessen et al.ARTICLEMedical Teacher2026

    Generative Artificial Intelligence (GenAI) tools are increasingly integrated into research and academic writing, offering opportunities to streamline workflows and increase productivity. However, these tools also introduce risks when used uncritically, unethically, or without transparency. In particular, the undisclosed use of GenAI, now widely documented, may compromise research integrity. The aim of this AMEE Guide is to provide researchers wit…

  • Twelve tips for data extraction for knowledge syntheses

    Lauren A Maggio, Joseph A Costello et al.ARTICLEMedical Teacher2026

    In medical education, the number of knowledge syntheses has increased dramatically, reflecting their growth and influence on education practice, research, and policy. However, despite the availability of instruction on many of the steps of conducting knowledge syntheses, practical guidance for the critical step of data extraction is limited. Data extraction is the process of systematically identifying and collecting information from the studies i…

  • Beyond the faculty-student dyad

    Open AccessHolly S Meyer, Anita Samuel et al.ARTICLEMedical Teacher2026

    INTRODUCTION: Advising is essential for student success in graduate health professions education (HPE). Advising does not happen in a vacuum, yet most research focuses narrowly on advisor-advisee relationships. To address this gap, this study examines how institutional structures, policies, and programmatic dynamics influence the effectiveness of advising in graduate HPE. METHODS: We conducted semi-structured interviews with 15 HPE program leader…

  • Reprioritising consultation in scoping reviews

    Open AccessMarco Zaccagnini, Lauren A Maggio et al.ARTICLEMedical Education2026

    The consultation stage of scoping reviews, originally proposed by Arksey and O'Malley and further developed by Levac et al and the Joanna Briggs Institute, remains a conceptually ambiguous and inconsistently applied component of knowledge synthesis. In this context, consultation refers to the planned, purposeful engagement with knowledge users to elicit input on priorities, interpretation and gaps and to inform dissemination strategies. Although …

  • State of the Methods for Integrating Qualitatively Oriented Critical Review Approaches With Bibliometrics

    Open AccessRenate Kahlke, Cheryl Poth et al.ARTICLEInternational Journal of…2026

    In this State of the Methods, we describe the Mixed Critical Bibliometric Review as a novel knowledge synthesis approach that integrates qualitative research principles from critical reviews with bibliometric analyses to generate interpretive insights. Critical reviews are essential for mapping and advancing a field, yet researchers struggle to critically reassess what is already known. Developing a deep appreciation for a field’s literature and …

  • When words fail us

    Open AccessRenate Kahlke, Lauren A Maggio et al.ARTICLEMedical Education2025

  • Looking beyond, around and within cultural differences and dialogues across the open access ecosystem

    Open AccessLucía Céspedes, Lauren A MaggioARTICLEMedical Education2025

    Céspedes and Maggio turn a lens on publication practices in their contribution to this special issue's focus on cross‐cultural dialogue

  • Variability and gaps in teamwork assessment tools for health care teams in health professions education

    Open AccessJustin J Choi, S Schreurs et al.ARTICLEMedical Education2025

  • Fairer footing or further marginalization

    Open AccessErik W Driessen, Lauren A MaggioARTICLEMedical Teacher2025

    To you it has been given to know the secrets of the kingdom of heaven, but to them it has not been given. For to him who has will more be given, and he will have abundance; but from him who has not

  • In Search of a “Metric System” for Measuring Faculty Effort

    Open AccessLauren A Maggio, Joseph A Costello et al.ARTICLEAcademic Medicine2024

  • Is There a Problem With Evidence in Health Professions Education

    Open AccessRachel Ellaway, Bridget C OʼBrien et al.ARTICLEAcademic Medicine2024

    What constitutes evidence, what value evidence has, and how the needs of knowledge producers and those who consume this knowledge might be better aligned are questions that continue to challenge the health sciences. In health professions education (HPE), debates on these questions have ebbed and flowed with little sense of resolution or progress. In this article, the authors explore whether there is a problem with evidence in HPE using thought ex…

  • Describing the Landscape of Medical Education Preprints on MedRxiv

    Open AccessLauren A Maggio, Joseph A Costello et al.ARTICLEAcademic Medicine2024

  • Defining the Learning Health Care System

    Open AccessLauren A Maggio, Karina Villalba et al.ARTICLEAcademic Medicine2024

  • ‘My doctor self and my human self’

    Open AccessLauren A Maggio, Lucía Céspedes et al.ARTICLEMedical Education2024

  • When I say … epistemic injustice

    Open AccessCandace S Percival, Paolo C Martin et al.ARTICLEMedical Education2024

    In the latest "When I Say..." Percival et al. analyze the term 'epistemic injustice' to outline how it impacts medical learners, teachers, patients and clinicians

  • ‘The program director's word … it's stronger than the word of God’

    Open AccessCandace S Percival, Lauren A Maggio et al.ARTICLEMedical Education2024

  • Clinical supervision in medical education

    Matthew J Baker, Lauren A Maggio et al.ARTICLEMedical Teacher2024

    Purpose Medical education relies on clinical supervision for critical functions, including trainee assessment and ensuring patient safety. Yet, there is substantial variance in supervision, which has led to calls for a shared definition of the concept and guidelines to inform practice. AMEE Guide No. 27 provided these desired elements and is highly cited, suggesting that translation and utilization of the Guide’s knowledge is suboptimal. This stu…

  • Faculty and Student Perceptions of Unauthorized Collaborations in the Preclinical Curriculum

    Open AccessH Carrie Chen, Kirsten Brown et al.ARTICLEAcademic Medicine2023

  • Enculturating a Community of Action

    Open AccessPaolo C Martin, Lauren A Maggio et al.ARTICLEAcademic Medicine2023

  • A Chief Health Security Officer for Every Academic Health Center

    Open AccessLauren A Maggio, Carrie L Byington et al.ARTICLEAcademic Medicine2023

    Academic health centers (AHCs) require expertise to ensure readiness for health security events, such as cyberattacks, natural disasters, and pandemics, as well as the ability to respond to and recover from these events. However, most AHCs lack an individual to coordinate efforts at an enterprise level across academic and operational units during an emergency; elevate the coordination of individual AHCs with local and state public health entities…

  • The voices of medical education scholarship

    Open AccessLauren A Maggio, Joseph A Costello et al.ARTICLEMedical Education2023

  • Delineating the field of medical education

    Open AccessLauren A Maggio, Anton Boudreau Ninkov et al.ARTICLEMedical Education2022

  • I , we and they

    Open AccessAbigail Konopasky, Bridget C OʼBrien et al.ARTICLEMedical Education2022