To encourage members of the learning community to engage in systematic inquiry into the medical education process by providing information on grant and fellowship opportunities and to encourage faculty to report findings to the broader educational community. By supporting educational research, we encourage systematic intellectual engagement and invite critical reflection and discourse on educational practices.
This office serves as a center for facilitating identification of research projects on medical education, for bringing faculty as well as students together to engage in educational research, and to provide guidance for these activities. All aspects of medical education are open to inquiry, such as assessment of pedagogical methods, learning styles, the learning environment, professional development, and assessing organizational structures that support medical education.
Lurie SJ, Mooney CJ. Relationship of clinical assessment and examination score in determining clerkship grade. Med Educ. In press
Zollo RA, Lurie SJ, Epstein RM, Ward, DS. Patterns of communication during the preanesthesia visit. Anesthesiology. 2009 – in press.
Mooney CJ, Lurie SJ, Lyness JM, Lambert DR, Guzick DS. Development of an audit method to assess the prevalence of the ACGME’s general competencies in an undergraduate medical education curriculum. Teach Learn Med. 2009 – in press.
Lurie SJ, Fogg TT, Dozier AM. Social network analysis as a method of assessing institutional culture: three case studies. Acad Med. 84(8);2009:1029-1035.
O'Connor AB; Lang VJ; Lurie SJ; Lambert DR; Rudmann A; Robbins B; Bordley DR. The effect of non teaching services on the distribution of inpatient cases for internal medicine residents. Acad Med.2009;84(2):220-225.
Lurie SJ, Mooney CJ, Lyness JM. Measurement of the general competencies of the Accreditation Council for Graduate Medical Education: a systematic review. Acad Med. 2009;84(3):301-9.
Lang VJ, Mooney CJ, O'Connor AB, Bordley DR, Lurie SJ. Association between hand-off patients and subject exam performance in medicine clerkship students. J Gen Intern Med. 2009;24(9):1018-22.]
Lurie SJ, Mooney CJ, Nofziger AC, Meldrum SC, Epstein RM. Further challenges in measuring communication skills: accounting for actor effects in standardized patient assessments. Med Educ. 2008;42(7):662-8.
Lurie SJ, Lambert D, Grady-Weliky TA, Epstein RM. Relationship between dean's letter rankings and later evaluations by residency program directors. Teach Learn Medicine. 2007;19:251-256.
Lurie SJ; Lambert DR,; Nofziger AC, Epstein RM, Grady-Weliky TA. Relationship between peer assessment during medical school, dean's letter rankings, and ratings by internship directors. J Gen Intern Med. 2007;22(1):13-16.
Lurie SJ, Meldrum S, Nofziger AC, Sillin LF, Mooney CJ, Epstein RM. Changes in self-perceived abilities among male and female medical students after the first year of clinical training. Medical Teach. 2007;29(9):921-6.
Lurie SJ, Nofziger AC, Meldrum S, Mooney C, Epstein RM. Temporal and group-related trends in peer assessment amongst medical students. Med Educ. 2006;40(9):840-7.
Lurie SJ, Nofziger AC, Meldrum S, Mooney C, Epstein RM. Effects of rater selection on peer assessment among medical students. Med Educ. 2006;40(11):1088-97.