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D-Index & Metrics

Social Sciences and Humanities

D-Index
66
Citations
18916
World Ranking
969
National Ranking
455

Research.com Recognitions

  • 2009 - Fellow of the American Educational Research Association

Overview

David M. Irby is affiliated with the University of California, San Francisco in the United States. Their research primarily spans the fields of Medicine and Health Professions, with notable contributions in subfields such as Public Health, Environmental and Occupational Health, General Health Professions, Education, Family Practice, and Pathology and Forensic Medicine.

The main topics covered in their work include:

  • Innovations in Medical Education
  • Interprofessional Education and Collaboration
  • Clinical Reasoning and Diagnostic Skills
  • Phytoestrogen effects and research
  • Health and Medical Research Impacts
  • Empathy and Medical Education
  • Liver Disease Diagnosis and Treatment

David M. Irby has coauthored frequently with several researchers, including:

  • Patricia O'Sullivan
  • Olle ten Cate
  • Reza Hakkak
  • Bridget C. O'Brien
  • Leslie Carstensen Floren

Their publications have appeared in a range of academic venues, with multiple works in:

  • Current Developments in Nutrition
  • Medical Teacher
  • Academic Medicine
  • Journal of Interprofessional Care
  • Journal of Graduate Medical Education

Notable papers authored or coauthored by David M. Irby include:

  • "A BEME realist synthesis review of the effectiveness of teaching strategies used in the clinical setting on the development of clinical skills among health professionals: BEME Guide No. 61," 2020, Medical Teacher
  • "Selecting Instruments for Measuring the Clinical Learning Environment of Medical Education: A 4-Domain Framework," 2020, Academic Medicine
  • "Reframing faculty development practice and research through the lens of adaptive expertise," 2021, Medical Teacher
  • "An interaction analysis model to study knowledge construction in interprofessional education: proof of concept," 2020, Journal of Interprofessional Care
  • "Educator Identity Formation: A Faculty Development Workshop," 2021, MedEdPORTAL

David M. Irby was awarded the Fellow of the American Educational Research Association in 2009.

Best Publications

  • Assessment in Medical Education

    Malcolm Cox;David M. Irby

  • American Medical Education 100 Years after the Flexner Report

    David M. Irby;David M. Irby;Molly Cooke;William Sullivan;Kenneth M. Ludmerer

  • Educating Physicians: A Call for Reform of Medical School and Residency

    Lee Shulman;Molly Cooke;Bridget C. O'Brien;David M. Irby

  • Calls for Reform of Medical Education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010

    David M Irby;Molly Cooke;Bridget C O'Brien

  • Strategies for improving teaching practices: a comprehensive approach to faculty development.

    Lu Ann Wilkerson;David M. Irby

  • Teaching and Learning in Ambulatory Care Settings : A Thematic Review of the Literature

    Irby Dm

  • What clinical teachers in medicine need to know

    Unknown

  • Reframing research on faculty development.

    Patricia S O'Sullivan;David M Irby

  • Understanding trust as an essential element of trainee supervision and learning in the workplace

    Karen E. Hauer;Olle ten Cate;Christy Boscardin;David M. Irby

  • Clinical teacher effectiveness in medicine.

    David M. Irby

  • A study of medical students' specialty-choice pathways: trying on possible selves.

    Jeffrey H. Burack;David M. Irby;Jan D. Carline;Donna M. Ambrozy

  • Teaching the one-minute preceptor. A randomized controlled trial.

    Scott L. Furney;Alex N. Orsini;Kym E. Orsetti;David T. Stern;David T. Stern

  • Advancing educators and education by defining the components and evidence associated with educational scholarship.

    Deborah Simpson;Ruth Marie E Fincher;Janet P. Hafler;David M. Irby

  • Parting the Clouds: Three Professionalism Frameworks in Medical Education.

    David M. Irby;Stanley J. Hamstra

  • Remediation of the Deficiencies of Physicians Across the Continuum From Medical School to Practice: A Thematic Review of the Literature

    Karen E. Hauer;Andrea Ciccone;Thomas R. Henzel;Peter Katsufrakis

  • How attending physicians make instructional decisions when conducting teaching rounds.

    David M. Irby

  • Teaching Compassion and Respect: Attending Physicians’ Responses to Problematic Behaviors

    Jeffrey H. Burack;Jeffrey H. Burack;David M. Irby;Jan D. Carline;Richard K. Root;Richard K. Root

  • Lessons learned about integrating a medical school curriculum: perceptions of students, faculty and curriculum leaders.

    Jessica H Muller;Sharad Jain;Helen Loeser;David M Irby

  • Educational Innovations in Academic Medicine and Environmental Trends

    David M. Irby;LuAnn Wilkerson

  • Perceptions and attributions of third-year student struggles in clerkships: do students and clerkship directors agree?

    Bridget O'Brien;Molly Cooke;David M. Irby

  • Evaluating clinical teaching in medicine.

    David Irby;Philip Rakestraw

  • Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of concept.

    Eva Aagaard;Arianne Teherani;David M. Irby

Frequent Co-Authors

Patricia S. O'Sullivan
Patricia S. O'Sullivan University of California, San Francisco
Olle ten Cate
Olle ten Cate Utrecht University
Arianne Teherani
Arianne Teherani University of California, San Francisco
Stanley J. Hamstra
Stanley J. Hamstra Accreditation Council for Graduate Medical Education
Larry D. Gruppen
Larry D. Gruppen University of Michigan–Ann Arbor
Karen E. Hauer
Karen E. Hauer University of California, San Francisco
Steven J. Durning
Steven J. Durning Uniformed Services University of the Health Sciences
Glenn Regehr
Glenn Regehr University of British Columbia
Cees P. M. van der Vleuten
Cees P. M. van der Vleuten Maastricht University
Deborah Simpson
Deborah Simpson University of Wisconsin–Madison

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