000008322 001__ 8322
000008322 005__ 20240409124315.0
000008322 0247_ $$2DOI$$a10.6083/3j333286f
000008322 037__ $$aIR
000008322 245__ $$aHow undergraduate medical students identify and respond to educational deficits
000008322 260__ $$bOregon Health and Science University
000008322 269__ $$a2020
000008322 336__ $$aAbstract
000008322 520__ $$aLike many medical schools Oregon Health and Science University (OHSU) has shifted towards competency-based education (CBE). CBE relies on frequent testing and formative assessment to ensure knowledge, skill, and professional benchmarks are reached. When a benchmark is not reached, OHSU uses assessment data to focus the remediation process on specific learning gaps. However, there is no mandatory longitudinal program in place for learners who face repeated academic adversity. The goal of this study was to determine: 1) How students identify their learning gaps 2) What resources students use to address learning gaps 3) The association between past adversity and resilience in undergraduate medical students.
000008322 540__ $$fCC BY
000008322 542__ $$fIn copyright - joint owners
000008322 650__ $$aEducation, Medical, Undergraduate$$018226
000008322 650__ $$aStudents, Medical$$026492
000008322 650__ $$aDiversity, Equity, Inclusion$$013904
000008322 650__ $$aCompetency-Based Education$$016954
000008322 650__ $$aLearning gaps
000008322 650__ $$adiverse student populations
000008322 6531_ $$aacademic adversity
000008322 6531_ $$aformative assessment
000008322 6531_ $$aacademic resilience
000008322 691__ $$aSchool of Medicine$$041369
000008322 7001_ $$aParlee, Lindsay$$uOregon Health and Science University$$041354
000008322 7001_ $$aCarney, Patricia$$uOregon Health and Science University$$041354
000008322 711__ $$aResearch Week$$uOregon Health and Science University$$d2020
000008322 905__ $$a/rest/prod/3j/33/32/86/3j333286f
000008322 980__ $$aResearch Week