O-RI-M: Reporting to Include Data Interpretation

Affiliations

¹ Professor emeritus, Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois; Bordage@uic.edu .
² Professor and associate chair for education and faculty development, Department of Medicine, and assistant dean for assessment, MD Program, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada.
³ Professor, Division of Rheumatology, Department of Medicine, and vice dean for educational affairs, Penn State College of Medicine, Hershey, Pennsylvania.
⁴ Professor and director of graduate studies, Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois.

Comment

Georges Bordage et al. Acad Med. 2021.

. 2021 Aug 1;96(8):1079-1080.

doi: 10.1097/ACM.0000000000004136. Epub 2021 Jul 27.

¹ Professor emeritus, Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois; Bordage@uic.edu .
² Professor and associate chair for education and faculty development, Department of Medicine, and assistant dean for assessment, MD Program, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada.
³ Professor, Division of Rheumatology, Department of Medicine, and vice dean for educational affairs, Penn State College of Medicine, Hershey, Pennsylvania.
⁴ Professor and director of graduate studies, Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois.

No abstract available

Comment in

In Reply to Bordage et al.
Ryan MS, Lee B, Santen SA. Ryan MS, et al. Acad Med. 2021 Aug 1;96(8):1080. doi: 10.1097/ACM.0000000000004137. Epub 2021 Jul 27. Acad Med. 2021. PMID: 36047867 No abstract available.
Reporter-Interpreter-Manager-Educator: An Observational Framework, Not a Grading Framework.
Pangaro L, Rodriguez RG, Hemmer PA. Pangaro L, et al. Acad Med. 2023 Jan 1;98(1):9-10. doi: 10.1097/ACM.0000000000005017. Epub 2022 Dec 22. Acad Med. 2023. PMID: 36576762 No abstract available.

Evaluating the Reliability and Validity Evidence of the RIME (Reporter-Interpreter-Manager-Educator) Framework for Summative Assessments Across Clerkships.
Ryan MS, Lee B, Richards A, Perera RA, Haley K, Rigby FB, Park YS, Santen SA. Ryan MS, et al. Acad Med. 2021 Feb 1;96(2):256-262. doi: 10.1097/ACM.0000000000003811. Acad Med. 2021. PMID: 33116058

1. Ryan MS, Lee B, Richards A, et al. Evaluating the reliability and validity evidence of the RIME (reporter-interpreter-manager-educator) framework for summative assessments across clerkships. Acad Med. 2021; 96:256–262
1. Chang RW, Bordage G, Connell KJ. The importance of early problem representation during case presentations. Acad Med. 1998; 7310 supplS109–S111
1. Yudkowsky R, Otaki J, Lowenstein T, Riddle J, Nishigori H, Bordage G. A hypothesis-driven physical examination learning and assessment procedure for medical students: Initial validity evidence. Med Educ. 2009; 43:729–740
1. Wolpaw T, Papp KK, Bordage G. Using SNAPPS to facilitate the expression of clinical reasoning and uncertainties: a randomized comparison group trial. Acad Med. 2009; 84:517–524
1. Pangaro LN. A shared professional framework for anatomy and clinical clerkships. Clin Anat. 2006; 19:419–428