Research Topics
| Mark AlbaneseSummaryAffiliation: University of Wisconsin Country: USA Publications
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Detail Information
Publications
Crafting the reflective lifelong learner: why, what and howMark A Albanese
Department of Population Health Science, University of Wisconsin Medical School, 610 Walnut Street, 1007C WARF Madison, Wisconsin 53276-2397, USA
Med Educ 40:288-90. 2006- Perspective: Competency-based medical education: a defense against the four horsemen of the medical education apocalypseMark Albanese
Department of Population Health Sciences, University of Wisconsin School of Medicine and Public Health and School of Education, Madison, Wisconsin 53726 2397, USA
Acad Med 83:1132-9. 2008.... - Physician practice change II: implications of the Integrated Systems Model (ISM) for the future of continuing medical educationMark Albanese
Department of Population Health Sciences, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin 53726 2397, USA
Acad Med 84:1056-65. 2009..quot; The statistician George Box said, "All models are wrong, some models are useful." The authors believe that the ISM is useful and that maybe it will prove Box wrong... - Physician practice change I: a critical review and description of an Integrated Systems ModelMark Albanese
Department of Population Health Sciences, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin 53726 2397, USA
Acad Med 84:1043-55. 2009.... - Building a competency-based curriculum: the agony and the ecstasyMark A Albanese
University of Wisconsin School of Medicine and Public Health, Madison, 53726 2397, USA
Adv Health Sci Educ Theory Pract 15:439-54. 2010.... - Defining characteristics of educational competenciesMark A Albanese
Population Health Sciences, School of Medicine and Public Health, University of Wisconsin, Madison, Wisconsin, USA
Med Educ 42:248-55. 2008..Doctor competencies have become an increasing focus of medical education at all levels. However, confusion exists regarding what constitutes a competency versus a goal, objective or outcome... - Benchmarking progress tests for cross-institutional comparisons: every road makes a difference and all of them have bumpsMark Albanese
Department of Population Health Science, University of Wisconsin Medical School, 610 Walnut Street, Madison, WI 53726, USA
Med Educ 42:4-7. 2008 - Three blind mice--might make good reviewersMark Albanese
University of Wisconsin Medical School--Department of Population Health Science, Madison, WI 53726-2397, USA
Med Educ 40:828-30. 2006 - Distorted perceptions of competence and incompetence are more than regression effectsM Albanese
University of Wisconsin Medical School, 2069, Medical Sciences Center, 1007C WARF, 610 Walnut Street, Madison, WI, 53726 2397, USA
Adv Health Sci Educ Theory Pract 11:267-78. 2006..Identifying and helping students with distorted perceptions of their test performances may be a key issue in such instructional approaches... - Statistical criteria for setting thresholds in medical school admissionsMark A Albanese
Population Health Sciences, University of Wisconsin Medical School, Madison 53705 2397, USA
Adv Health Sci Educ Theory Pract 10:89-103. 2005..The results support plots of risk differences, odds-ratios, sensitivity and specificity for setting cut-scores... - A comparison of statistical criteria for setting optimally discriminating MCAT and GPA thresholds in medical school admissionsMark A Albanese
Department of Population Health Sciences, University of Wisconsin Medical School, Madison, Wisconsin 53726 2397, USA
Teach Learn Med 17:149-58. 2005.... - Can specialists and generalists teach clinical skills to second-year medical students with equal effectiveness?Laura J Zakowski
Department of Medicine, University of Wisconsin Medical School, Madison, WI 53706, USA
Acad Med 77:1030-3. 2002..To compare the effectiveness of specialists and generalists as small-group leaders teaching basic physical examination skills to preclinical medical students... - Matriculating student perceptions of changes to the admissions interview process at the University of Wisconsin Medical School: a prospective, controlled comparisonMark A Albanese
Office of Medical Education Research and Development, University of Wisconsin Medical School, Madison, Wis, USA
WMJ 102:30-3. 2003..The manner in which interviews are conducted should be critically reviewed periodically to ensure that the interview continues to meet its intended needs... - Patient, faculty, and self-assessment of radiology resident performance: a 360-degree method of measuring professionalism and interpersonal/communication skillsJonathan Wood
Department of Radiology, University of Wisconsin Hospital and Clinics, Madison, WI 53792, USA
Acad Radiol 11:931-9. 2004..Requiring only a specified number of assessments per rotation would make the process less burdensome for residents and faculty... - Assessing personal qualities in medical school admissionsMark A Albanese
Office of Medical Education Research and Development, University of Wisconsin-Madison Medical School, 53706-1532, USA
Acad Med 78:313-21. 2003.... - Treading tactfully on tutor turf: does PBL tutor content expertise make a difference?Mark A Albanese
Med Educ 38:918-20. 2004 - Factors distinguishing medical students' career interests during a period of declining interest in generalist careersCynthia L Haq
Fam Med 34:640-1. 2002 - Teaching radiology to medical students: an integrated approachJannette Collins
Department of Radiology, University of Wisconsin Hospital and Clinics, Clinical Science Center, Madison 53792-3252, USA
Acad Radiol 9:1046-53. 2002..If only lecture hours are considered, compensation was greater for the independent course...