S
S. Beth Bierer
Researcher at Cleveland Clinic Lerner College of Medicine
Publications - 37
Citations - 681
S. Beth Bierer is an academic researcher from Cleveland Clinic Lerner College of Medicine. The author has contributed to research in topics: Curriculum & Program evaluation. The author has an hindex of 13, co-authored 33 publications receiving 575 citations. Previous affiliations of S. Beth Bierer include Cleveland Clinic & Case Western Reserve University.
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Journal ArticleDOI
Peer assessment of professional competence
Elaine F. Dannefer,Lindsey C. Henson,S. Beth Bierer,Tana A. Grady-Weliky,Sean Meldrum,Anne C. Nofziger,Craig R. Barclay,Ronald M. Epstein +7 more
TL;DR: This study describes the development, implementation and results of peer assessment as a measure of professional competence of medical students to be used for formative purposes.
Journal ArticleDOI
How to measure success: the impact of scholarly concentrations on students--a literature review.
S. Beth Bierer,Huiju Carrie Chen +1 more
TL;DR: Scholarly concentrations (SCs) are elective or required curricular experiences that give students opportunities to study subjects in-depth beyond the conventional medical curriculum and require them to complete an independent scholarly project.
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Home care nurses' attitudes toward computers. A confirmatory factor analysis of the Stronge and Brodt instrument.
TL;DR: This study addresses the factors associated with home care nurses’ attitudes using Stronge and Brodt’s Nurse Attitudes Toward Computers instrument and suggests that these 3 factors are internally correlated and represent multiple dimensions of a higher order construct labeled as nurses‘ attitudes toward computers.
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Association of research self-efficacy with medical student career interests, specialization, and scholarship: a case study
TL;DR: This study used variables proposed in social cognitive career theory (SCCT) to focus the evaluation of a research curriculum at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University (CCLCM).
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Methods to assess students' acquisition, application and integration of basic science knowledge in an innovative competency-based curriculum.
TL;DR: A systematic approach to assess medical knowledge using essay-type questions (CAPPs and multiple choice questions) and SAQs to provide medical students with weekly, formative feedback about their abilities to acquire, apply and integrate basic and clinical science concepts is described.