Dr. Green’s research interests include assessment in medical education (particularly entrustable professional activities [EPAs], curriculum development and evaluation, learning theory (particularly retrieval-based learning), evidence-based practice, and HIV medicine training. An EPA is a unit of professional practice that can be fully entrusted to a trainee, once he or she has demonstrated the necessary competence to execute this activity unsupervised. The supervisors judgement of the level of supervision a trainee requires to safely perform an EPA becomes the currency of assessment. Dr Green has developed, implemented, and evaluated EPAs for trainnee assesment in a number of settings, including HIV medicine training, internal medicine residency training in a patient centered clinical home environment, and internal medicine medical student clerkships. In collaboration with nine other medical schools and the American Association of Medical Colleges, Dr. Green has piloted the AAMC Core EPAs for Entering Residency. With the goal of ensuring that medical graduates can safely care for patients as residents, this group has studied implementation strategies, faculty development, work-place best entrustability assessments, entrustment committee procedures, and student engagement. In related assessment work, Dr Green, with an ACGME / ABIM task force, explicated the ACGME competencies with developmental behavioral "milestones," for standardized resident evaluation and program accreditation.
In the area of evidence-based practice (EBP), Dr. green has has investigated strategies to integrate EBP into internal medicine training through trials of educational interventions; national surveys of residency programs; systematic reviews of curricula and evaluation instruments; a prospective study of the epidemiology of residents’ medical information needs; and a qualitative analysis of barriers to answering clinical questions. As a Kimball Scholar at the American Board of Internal Medicine, Dr Green combined evidence-based practice “technology” and insights from physician learning studies in an internet-based “Point of Care Clinical Question” module. Physicians documented the characteristics, context, pursuit, and application of their clinical questions in a fashion that facilitates reflection and evidence-based decision-making. This module became a practice-based alternative to the current multiple choice Self Evaluation Modules in the Maintenance of Certification process. In addition, Dr. Green collaborated with ABIM scientists on the assessment's psychometric properties and physicians’ information needs and information seeking behaviors.
Clinical Competence; Competency-Based Education; Curriculum; Education, Graduate; HIV; Internal Medicine; Learning; Outcome Assessment, Health Care; Evidence-Based Practice