E G Armstrong
Affiliation: Harvard University
- Creating "innovator's DNA" in health care educationElizabeth G Armstrong
Harvard Medical School, Boston, Massachusetts 02114, USA
Acad Med 88:343-8. 2013....
- Enhancing nutrition education through faculty development: from workshops to Web sitesE G Armstrong
Office of Educational Development, Harvard Medical School, Boston, MA 02115 5720, USA
Am J Clin Nutr 72:877S-81S. 2000..Additionally, a themes Web site offers a window that faculty may use to review current nutrition content, to plan their teaching agendas, and to continually reassess where nutrition fits in the curriculum...
- Medical education as a process management problemElizabeth G Armstrong
Harvard Medical International, 1135 Tremont St, Suite 940, Boston, MA 02120, USA
Acad Med 79:721-8. 2004..The authors' exploratory research offers suggestions for medical education reform and frames additional opportunities for further discussion...
- Transformative professional development of physicians as educators: assessment of a modelElizabeth G Armstrong
Harvard Macy Institute, Harvard Medical School, 1135 Tremont Street, Suite 900, Boston, MA 02120, USA
Acad Med 78:702-8. 2003..This study focused on identifying the long-term effects of a professional development program on physician educators...
- Using an outcomes-logic-model approach to evaluate a faculty development program for medical educatorsElizabeth G Armstrong
Harvard Medical School, Harvard Macy Institute, Boston, Massachusetts, USA
Acad Med 81:483-8. 2006..Building and using a logic model provides a structure for the program to examine the degree that the desired learner outcomes, the program delivery methods, and the measurement approaches are aligned...
- "Practicing" medicine without risk: students' and educators' responses to high-fidelity patient simulationJ A Gordon
Division of Emergency Medicine, Harvard Medical School, Department of Emergency Medicine, Massachusetts General Hospital, 55 Fruit Street, CLN 115, Boston, MA 02114 2696, USA
Acad Med 76:469-72. 2001..To understand the responses of medical students and educators to high-fidelity patient simulation, a new technology allowing "practice without risk."..
- Can a simulated critical care encounter accelerate basic science learning among preclinical medical students? A pilot studyJames A Gordon
G S Beckwith Gilbert and Katharine S Gilbert Medical Education Program in Medical Simulation, Harvard Medical School, Boston, MA, USA
Simul Healthc 1:13-7. 2006..To explore whether a simulated critical care encounter can accelerate basic science learning among preclinical medical students...
- Reform of a traditional clinical curriculum in Japan: experiences at Tokyo Medical and Dental UniversitySusan E Farrell
Brigham and Women s Hospital, Harvard Medical School, Boston, MA 02115, USA
Med Teach 31:947-9. 2009..The reform integrated students into patient care teams, and included the implementation of a clinical faculty 'tutor'...
- Comparing health care delivery systems--initiating a student exchange project between Europe and the United StatesE G Armstrong
Harvard Medical School, Boston, USA; Ludwig-Maximilians-University, Munich, Germany
Med Educ 35:695-701. 2001..The written cases generated by the students are being developed as course material in some of the schools and a conference is planned to disseminate the cases and the implementation strategies for their inclusion in medical curricula...
- Interactive spaced-education to teach the physical examination: a randomized controlled trialB Price Kerfoot
Veterans Affairs Boston Healthcare System, Boston, MA, USA
J Gen Intern Med 23:973-8. 2008..Several studies have documented that physical examination knowledge and skills are limited among medical trainees...
- An outcomes approach to evaluate professional development programmes for medical educatorsElizabeth G Armstrong
Ann Acad Med Singapore 36:619-21. 2007