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Rick D. Axelson
Researcher at Roy J. and Lucille A. Carver College of Medicine
Publications - 17
Citations - 740
Rick D. Axelson is an academic researcher from Roy J. and Lucille A. Carver College of Medicine. The author has contributed to research in topics: Student engagement & Faculty development. The author has an hindex of 9, co-authored 17 publications receiving 592 citations. Previous affiliations of Rick D. Axelson include University of Iowa.
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Journal ArticleDOI
Defining Student Engagement
Rick D. Axelson,Arend Flick +1 more
TL;DR: Few terms in the lexicon of higher education today are invoked more frequently, and in more varied ways, than engagement, and none (except perhaps "funding") is employed more often to describe what higher education is about than engagement as discussed by the authors.
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Assessing implicit gender bias in Medical Student Performance Evaluations.
TL;DR: This study looked for patterns of gender bias in adjective data used to inform Medical Student Performance Evaluations and found gender bias was evident in two areas: women were more likely than comparable men to be described as ‘‘compassionate’’ and men were morelikely than comparable women to be seen as‘quick learners.
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Assessing student engagement and self-regulated learning in a medical gross anatomy course.
TL;DR: This study drew upon self‐regulated learning theory (SRL) to specify relevant information about learning engagement, and how the measures of particular scales might prove useful for student/faculty reflection, and tested the quality of such information as collected via the Motivated Strategies for Learning Questionnaire (MSLQ).
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Curricular disconnects in learning communication skills: what and how students learn about communication during clinical clerkships.
Marcy Rosenbaum,Rick D. Axelson +1 more
TL;DR: Students reported that clinical learning experiences often do not reinforce the CCS they learn pre-clinically, and connects between pre-clinical and clinical CCS teaching need to be reconciled through more explicit pedagogical attention during clinical rotations both in the formal and informal curriculum.
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A perspective on medical school admission research and practice over the last 25 years.
TL;DR: Research over the last 25 years does present important findings that could be used to improve the admission process, and future research might profitably focus on composite score as a method for generating a measure of a physician's career success.