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VTCSOM Phase 1 Resources

POMI - Professions in Medicine and Identities


Required Readings

None. There is no single text that covers all relevant topics for this course. The background material for this course will be provided by the instructor and the following recommended texts.

Recommended Resources
  • Accelerating Change in Medical Education Consortium. (2020). The master adaptive learner (W. B. Cutrer, M. V. Pusic, L. D. Gruppen, M. M. Hammoud, & S. A. Santen, Eds.). Elsevier. (Available at the VTCSOM Library, Call Number: W 18 .M37 2020)
  • Agarwal PK, Finley JR, Rose NS, Roediger HL 3rd. "Benefits from retrieval practice are greater for students with lower working memory capacity." Memory, 2017, vol. 25, no. 6, pp. 764-771, doi:10.1080/09658211.2016.1220579. 
  • Binks, Andrew P., et al. "A Simple and Sustainable Exercise to Enhance Student Self-Reflection on Error-Making, Focus Support, and Guide Curricular Design." Teaching and Learning in Medicine, 2022, DOI: 10.1080/10401334.2022.2033981. 
  • Brown, P. C. (2014). Make it stick. Belknap Press.
  • Carmelli G, Fullmer R, Goodrich M, Grawey T, Pearce E, Santen SA, Schnapp BH. Creating master adaptive learners during emergency medicine clerkships. AEM Educ Train. 2022 Dec 20;6(6):e10829. doi: 10.1002/aet2.10829. PMID: 36562025; PMCID: PMC9763970.
  • Cutrer, W. B., Miller, B., Pusic, M. V., Mejicano, G., Mangrulkar, R. S., Gruppen, L. D., Hawkins, R. E., Skochelak, S. E., & Moore, D. E. (2017). Fostering the Development of Master Adaptive Learners: A Conceptual Model to Guide Skill Acquisition in Medical Education. Academic Medicine, 92(1), Article 1. https://doi.org/10.1097/ACM.0000000000001323
  • Cutrer, W. B., Atkinson, H. G., Friedman, E., Deiorio, N., Gruppen, L. D., Dekhtyar, M., & Pusic, M. (2018). Exploring the characteristics and context that allow Master Adaptive Learners to thrive. Medical teacher, 40(8), 791–796. https://doi.org/10.1080/0142159X.2018.1484560
  • Doolittle, Peter, et al. "Effects of degree of segmentation and learner disposition on multimedia learning." British Journal of Educational Technology, 2014, doi:10.1111/bjet.12203. 
  • Doran, G.T. (1981) There's a SMART Way to Write Management's Goals and Objectives. Journal of Management Review, 70, 35-36. https://community.mis.temple.edu/mis0855002fall2015/files/2015/10/S.M.A.R.T-Way-Management-Review.pdf
  • Edje, L., & Price, D. W. (2021). Training Future Family Physicians to Become Master Adaptive Learners. Family medicine, 53(7), 559–566. https://doi.org/10.22454/FamMed.2021.192268
  • Goldie, John. "The formation of professional identity in medical students: Considerations for educators." Medical Teacher, vol. 34, no. 9, 2012, pp. e641-e648, DOI: 10.3109/0142159X.2012.687476. 
  • Holden, Mark D. MD, et al. "Professional Identity Formation: Creating a Longitudinal Framework Through TIME (Transformation in Medical Education)." Academic Medicine, vol. 90, no. 6, June 2015, pp. 761-767, DOI: 10.1097/ACM.0000000000000719. 
  • Kerfoot, B. P. "Adaptive Spaced Education Improves Learning Efficiency: A Randomized Controlled Trial." Journal of Urology, vol. 183, no. 2, 2010, pp. 678–681, doi:10.1016/j.juro.2009.10.005. 
  • Zaromb, F. M., & Roediger, H. L. III. "The testing effect in free recall is associated with enhanced organizational processes." Memory & Cognition, vol. 38, no. 8, 2010, pp. 995–1008, doi:10.3758/MC.38.8.995. 
  • Lusk, Danielle, et al. "Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation." British Journal of Educational Technology, 2008, pp. 636-651, doi:10.1111/j.1467-8535.2008.00848.x. 
  • Patel, R., et al. "The struggling student: A thematic analysis from the self-regulated learning perspective." Medical Education, vol. 49, no. 4, 2015, pp. 417–426, doi:10.1111/medu.12651. 
  • Wong, A., Trollope-Kumar, K. "Reflections: an inquiry into medical students’ professional identity formation." Medical Education, 2014, vol. 48, pp. 489–501, doi:10.1111/medu.12382. 
  • Zimmerman, B. J. "Becoming a self-regulated learner: An overview." Theory into Practice, vol. 41, no. 2, 2002, pp. 64–70, https://doi.org/10.1207/s15430421tip4102_2