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Social Sciences and Humanities

D-Index
51
Citations
10080
World Ranking
2594
National Ranking
1265

Overview

Karen E. Hauer is affiliated with the University of California, San Francisco in the United States. Their research primarily spans the field of Medicine with a significant focus on Public Health, Environmental and Occupational Health. Other subfields of interest include Family Practice, General Health Professions, Gender Studies, and Radiology, Nuclear Medicine and Imaging.

The main topics of Karen E. Hauer's academic work include innovations in medical education, medical education and admissions, clinical reasoning and diagnostic skills, diversity and career in medicine, radiology practices and education, healthcare professionals' stress and burnout, and health sciences research and education.

Recent publications highlight their engagement with contemporary issues in medical education and equity. Notable papers include:

  • ChatGPT and Generative Artificial Intelligence for Medical Education: Potential Impact and Opportunity, 2023, Academic Medicine
  • Growth mindset in competency-based medical education, 2021, Medical Teacher
  • They Don't See a Lot of People My Color: A Mixed Methods Study of Racial/Ethnic Stereotype Threat Among Medical Students on Core Clerkships, 2020, Academic Medicine
  • Medical Education's Wicked Problem: Achieving Equity in Assessment for Medical Learners, 2020, Academic Medicine
  • Professional identity formation in disorienting times, 2020, Medical Education

Their frequent coauthors reflect a collaborative research environment and include:

  • Christy Boscardin
  • Justin L. Bullock
  • Patricia O'Sullivan
  • Arianne Teherani
  • Catherine R. Lucey

Karen E. Hauer's work is published most often in these venues:

  • Academic Medicine
  • Medical Teacher
  • Teaching and Learning in Medicine
  • Journal of Graduate Medical Education
  • Medical Education

Best Publications

  • Tools for Direct Observation and Assessment of Clinical Skills of Medical Trainees: A Systematic Review

    Jennifer R. Kogan;Eric S. Holmboe;Karen E. Hauer

  • Factors associated with medical students' career choices regarding internal medicine.

    Karen E. Hauer;Steven J. Durning;Walter N. Kernan;Mark J. Fagan

  • 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

  • How Small Differences in Assessed Clinical Performance Amplify to Large Differences in Grades and Awards: A Cascade With Serious Consequences for Students Underrepresented in Medicine.

    Arianne Teherani;Karen E. Hauer;Alicia Fernandez;Talmadge E. King

  • 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

  • A cross-sectional descriptive study of mentoring relationships formed by medical students.

    Eva M. Aagaard;Karen E. Hauer

  • Differences in Narrative Language in Evaluations of Medical Students by Gender and Under-represented Minority Status

    Alexandra E Rojek;Raman Khanna;Joanne W L Yim;Rebekah Gardner

  • Faculty staff perceptions of feedback to residents after direct observation of clinical skills

    Jennifer R Kogan;Lisa N Conforti;Elizabeth C Bernabeo;Steven J Durning

  • Third-year medical students' experiences with dying patients during the internal medicine clerkship: a qualitative study of the informal curriculum.

    Neda Ratanawongsa;Arianne Teherani;Karen E. Hauer

  • The role of role: learning in longitudinal integrated and traditional block clerkships

    Karen E Hauer;David Hirsh;Iris Ma;Lori Hansen

  • Identifying Entrustable Professional Activities in Internal Medicine Training

    Karen E. Hauer;Jeffrey Kohlwes;Patricia Cornett;Harry Hollander

  • Growth mindset in competency-based medical education.

    Denyse Richardson;Denyse Richardson;Benjamin Kinnear;Karen E Hauer;Teri L Turner

  • Reviewing residents' competence: a qualitative study of the role of clinical competency committees in performance assessment.

    Karen E. Hauer;Benjamin Chesluk;William Iobst;Eric Holmboe

  • Ensuring Resident Competence: A Narrative Review of the Literature on Group Decision Making to Inform the Work of Clinical Competency Committees

    Karen E. Hauer;Olle ten Cate;Christy K. Boscardin;William Iobst

  • How clinical supervisors develop trust in their trainees: a qualitative study.

    Karen E Hauer;Sandra K Oza;Jennifer R Kogan;Corrie A Stankiewicz

  • Development of a longitudinal integrated clerkship at an academic medical center

    Ann Poncelet;Seth Bokser;Brook Calton;Karen E. Hauer

  • Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education

    Jennifer R. Kogan;Rose Hatala;Karen E. Hauer;Eric Holmboe

  • They Don't See a Lot of People My Color: A Mixed Methods Study of Racial/Ethnic Stereotype Threat Among Medical Students on Core Clerkships.

    Justin L Bullock;Tai Lockspeiser;Amira Del Pino-Jones;Regina Richards

  • Twelve tips for implementing tools for direct observation of medical trainees' clinical skills during patient encounters.

    Karen E. Hauer;Eric S. Holmboe;Jennifer R. Kogan

  • Medical students' perceptions of mentoring: a focus-group analysis.

    Karen E. Hauer;Arianne Teherani;Amy Dechet;Eva M. Aagaard

  • Enhancing feedback to students using the mini-CEX (Clinical Evaluation Exercise).

    Karen E. Hauer

  • Tools for Direct Observation and Assessment of Clinical Skills of Medical Trainees

    Jennifer R. Kogan;Eric S. Holmboe;Karen E. Hauer

Frequent Co-Authors

Arianne Teherani
Arianne Teherani University of California, San Francisco
Patricia S. O'Sullivan
Patricia S. O'Sullivan University of California, San Francisco
Eric S. Holmboe
Eric S. Holmboe California University of Pennsylvania
Steven J. Durning
Steven J. Durning Uniformed Services University of the Health Sciences
David M. Irby
David M. Irby University of California, San Francisco
Olle ten Cate
Olle ten Cate Utrecht University
Stanley J. Hamstra
Stanley J. Hamstra Accreditation Council for Graduate Medical Education
Rose Hatala
Rose Hatala University of British Columbia
Vineet M. Arora
Vineet M. Arora University of Chicago
Margaret L. Stuber
Margaret L. Stuber University of California, Los Angeles

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