I/F
The USMLE Step 1 Examination: Can Pass/Fail Make the Grade? In Reply to Tallia et al. Construct Validity Evidence: Necessary to Evaluate Secondary Uses of USMLE Step 1 Scores. The New Era of Pass/Fail USMLE Step 1: Medical Students' Call to Action. Artist's Statement: Violet: Humanism Amidst Critical Illness. Commentary on an Excerpt From Daybreak: Thoughts on the Prejudices of Morality. Academic Medicine in the Time of COVID-19. Creating a "Quarantine Curriculum" to Enhance Teaching and Learning During the COVID-19 Pandemic. Digital Clinical Placement for Medical Students in Response to COVID-19. In Reply to Dyster. Fostering the Identities of Clinical Teachers. In Reply to Berjis. A Stitch in Time: Embracing My Limits as a Medical Learner Artist's Statement: MS2. The Compassionate Clinical Examination. It Hurts Whether You Fail or Not. Commentary on an Excerpt From Westworld: "Vertù e Fortuna". Correction: Postpositivism in Health Professions Education Scholarship. Sacred Trespass. Formal Training for Practice: How Much Is Too Much? A Foot in the Door: Foreign International Medical Students' Obstacles to Hands-On Clinical Electives in the United States. Men of Color in America-An Endangered Species. Artist's Statement: Clinical Vision. Commentary on "Under Pressure". Fully Present. High Road, Low Road: Professionalism, Trust, and Medical Education. In Reply to Heston, and to Radonjic and Evans. In Reply to O'Brien. A Path That Needs More Attention in Medical School: Challenges Facing Future Clinician Educators. Checking the Boxes. Learning Sympathy. Artist's Statement: Shadowed Emotions. Correction: Addressing the Diversity-Validity Dilemma Using Situational Judgment Tests. Belonging, Respectful Inclusion, and Diversity in Medical Education. One Size Does Not Fit All: Flexible Scheduling of USMLE Step 1 as a Component of Competency-Based Medical Education. Double Jeopardy: The USMLE for Osteopathic Medical Students. The USMLE Step 2 Clinical Skills Exam: A Model for OSCE Examinations? Humility Versus Humiliation: The Fine Line of Student Discomfort. In Reply to Shah et al. Artist's Statement: Tooth of the Lion. Commentary on "First They Came for the Socialists . . . ". The Burdens We Bear. Stranded at the Intersection. The Closure of Hahnemann University Hospital and the Experience of Moral Injury in Academic Medicine. "Orphan" Status: Inadequate Protection for Abandoned Residents. Casting a Light on the Personal Effects of Mentorship. In Reply to Patel et al. In Reply to Chow et al. Student Loan Cancellation: A False Panacea. Artist's Statement: Absolute vs Relative Reality.