Medical schools have a social responsibility to monitor the quality of their educational product. In particular, they are obligated to evaluate the effect of any change in the system of medical education (e.g., admissions policies, curriculum, evaluation standards). Assessment of educational outcomes must use empirical data based on a scientific methodology rather than anecdotal observations and personal opinion. Thus, outcome assessment of programs calls for a longitudinal study design that allows for the examination of changes from the beginning of undergraduate medical education, through completion of graduate medical education, and throughout the professional career.
Implemented in 1970, the Jefferson Longitudinal Study of Medical Education is the most comprehensive continuous study of a single medical school. Its records on demographics, premedical academic performance and performance measures in medical school now contain over 4 million pieces of data about over 9,000 students and graduates. Numerous scholarly articles and presentations at professional meetings have resulted from the work, as well as three scales for measuring elements of professionalism developed by the Center for Research in Medical Education and Health Care (Jefferson Scale of Physician-Nurse Collaboration, Jefferson Scale of Physician Empathy, and Jefferson Scale of Physician Lifelong Learning).
Over 150 publications resulting from the Study are included in this bibliography. As many of the actual publications as possible will be added to the Jefferson Digital Commons over time. Because the PDF of the full volume is rather large, it is also presented here broken down in topical segments.
Manuscripts from 2005
Abstracts: Jefferson Longitudinal Study of Medical Education, 3rd edition [full volume], Joseph S. Gonnella, Mohammadreza Hojat, and J. Jon Veloski