Publications

  • Alkin, MC, Vo, AT. Evaluation Essentials: From A to Z. New York, NY: Guilford Press; 2017.
  • Ben-Ari, R, Robbins, RJ, Pindiprolu, S, Goldman, A, Parsons, PE. The costs of training internal medicine residents in the United States. Am J Med. 2014;127(10):1017-1023. doi: 10.1016/j.amjmed.2014.06.040.
  • Chung, EK, Fisher, D, Elliott, D, May, W. A comparison of medical students’ learning approaches between first year and fourth year. Southern Medical Journal. 2015; 108(4)207-210.
  • Crapanzano K, Fisher D, Hammarlund R, Hsieh EP, May W. An exploration of residents’ implicit biases towards depression—a pilot study. J Gen Intern Med. [forthcoming].
  • Crapanzano K, Fisher D, Hammarlund R, Hsieh EP, May W. Internal medicine residents’
    attitudes toward simulated depressed cardiac patients during an objective structured clinical examination: A randomized study. J Gen Intern Med. 2018;33(6): 886-891.
  • Crispen, P, Hoffman, R. How many experts? Human-Centered Computing. 2016;31(6): 56-62.
  • Elliott, DD, May, W, Schaff, P, Nyquist, J, Trial, J, Reilly, JM, Lattore, P. Shaping professionalism in pre-clinical medical students: Professionalism and the practice of medicine. Med Teach. 2009; 31(7):e295-302.
  • Karani R, Varpio L, May W, Horsley T, Chenault J, Miller K, O’Brien BC. Racism and Bias in Health Professions Education: How Educators, Faculty Developers, and Researchers Can Make a Difference. Commentary. Acad Med. 2017;92(11S):S1-S6.
  • Lie, DA, Fung, CC, Trial, J, Lohenry, K. A comparison of two scales for assessing health professional students’ attitude toward interprofessional learning. Med Educ Online. 2013;18:21885. doi: 10.3402/meo.v18i0.21885.
  • Lohenry, K, Lie, D, Fung, CC, Crandall, S, Bushardt, RL. Interprofessional Education: What Measurable Learning Outcomes Are Realistic for the Physician Assistant Profession? J Physician Assist Educ. 2016;27(2):63-7. doi: 10.1097/JPA.0000000000000072.
  • London, DA, Kwon, R, Atluru, A, Maurer, K, Ben-Ari, R., Schaff, PB. More on How USMLE Step 1 Scores Are Challenging Academic Medicine. Acad Med. 2016;91(5):609-10. doi: 10.1097/ACM.0000000000001159.
  • May W. (2013). Maintaining empathy in medical education. Medical Teacher. 2013;35(12) 977-978.
  • May W, Nyquist J, Souder D. Using a Practice Based Learning and Improvement (PBLI) exercise to assess and build basic patient care and communication skills in medical students. MedEdPORTAL; 2014. Available from: www.mededportal.org/publication/9723
  • Novak, DA, Hallowell, R, & Elliott, D. Expect What You Inspect: A Design for a Continuous Quality Improvement Dashboard to Address LCME Standards. [forthcoming].
  • Rutledge, C, Walsh, CM, Swinger, N, Auerbach, M, Castro, D, Dewan, M, Khattab, M, Rake, A, Harwayne-Gidansky, I, Raymond, TT, Maa, T, Chang, TP. Gamification in Action: Theoretical and Practical Considerations for Medical Educators. Acad Med. 2018;93(7):1014-1020. doi: 10.1097/ACM.0000000000002183.
  • Vo, AT, Archibald, T. Evaluative Thinking. New Directions for Evaluation, 158. Thousand Oaks, CA: Sage Publications; 2018.
  • Young, C, Ben-Ari, R. Effective Integration of a Wellness Curriculum into a Preexisting Medical School Curriculum. [forthcoming].