%% Papers Published
@article{fds296259,
Author = {Alison Sweeney, MD and Alyssa Stephany, MD and Shari Whicker and M and Jack Bookman and P and David A Turner, MD},
Title = {"Resident Educators" - Senior Pediatric Residents as
Teachers for an Innovative Multidisciplinary Mock Code
Curriculum},
Journal = {Journal of Graduate Medical Education},
Volume = {3},
Number = {2},
Pages = {188-195},
Year = {2011},
url = {http://dx.doi.org/10.4300/jgme-d-10-00212.1},
Abstract = {<h4>Background</h4>Resuscitation education for pediatric
residents may be limited due to the low frequency of actual
codes in children. Mock codes represent an opportunity to
increase trainee education in acute resuscitations, and we
designed a unique multidisciplinary mock code curriculum
that uses senior pediatric residents as teachers.<h4>Methods</h4>A
novel mock code curriculum was designed and integrated into
an existing night-float rotation. Our 2-tiered curriculum
not only focuses on improving teaching proficiency for
resident educators (REs) but also includes separate goals to
augment simulation-based resuscitation education for
resident participants (RPs) and the multidisciplinary
staff.<h4>Results</h4>Seventy-six residents (17 REs,
59 RPs) and more than 75 nurses have participated in the
curriculum. After participation, 100% of residents felt that
this curriculum would improve the quality of actual
resuscitations, and 94% of RPs reported receiving valuable
feedback. Comfort with teaching and feedback increased for
REs (P < .05), and comfort in resuscitation and crisis
resource management improved for RPs (P < .05). The nursing
staff also felt that communication, teamwork, and
collaboration improved due to implementation of this
curriculum.<h4>Conclusions</h4>A unique mock code curriculum
can improve resident comfort with teaching, peer
facilitation, feedback, and resuscitation. Curricular
interventions of this nature may also be able to improve the
balance between service and education within a residency
training program. As we move toward a competency based
training model within graduate medical education, further
investigation is needed to link educational modifications of
this nature to clinical outcomes and actual resident
performance.},
Doi = {10.4300/jgme-d-10-00212.1},
Key = {fds296259}
}
@article{fds296253,
Author = {Bookman, and Bar-On, R and Cooke, B and Schott, S},
Title = {(Re)discovering SoTL through a Fundamental Challenge:
Helping Students Transition to College Calculus},
Journal = {MAA Notes: Guide to the Scholarship of Teaching and Learning
in Mathematics},
Year = {2012},
Month = {October},
Key = {fds296253}
}
@article{fds303528,
Author = {Bookman, J and Friedman, C},
Title = {A Comparison of the Problem Solving Performance of Students
in Lab Based and Traditional Calculus},
Journal = {in Dubinsky, E., Schoenfeld, A.H., Kaput, J. (Ed) Research
in Collegiate Mathematics Education I. , Providence, RI:
American Mathematical Society, 1994, pp.
101-116.},
Year = {2014},
Month = {December},
Key = {fds303528}
}
@article{fds303525,
Author = {Bookman, J and Smith, DA},
Title = {A Review of �The Electronic Study Guide: Precalculus
Algebra},
Journal = {College Mathematics Journal, June 1985},
Year = {2014},
Month = {December},
Key = {fds303525}
}
@article{fds303010,
Author = {Bookman, J},
Title = {An Expert Novice Study of Metacognitive Behavior in Four
Types of Mathematics Problems},
Journal = {PRIMUS, September 1993: 284-313.},
Volume = {3},
Number = {3},
Pages = {284-314},
Publisher = {Informa UK Limited},
Year = {1993},
Month = {January},
ISSN = {1051-1970},
url = {http://dx.doi.org/10.1080/10511979308965710},
Abstract = {The purpose of this study was to examine the differences
between the metacognitive behaviors exhibited by experts and
novices. Of particular interest was the degree to which
subjects managed or controlled their behavior and the extent
to which solutions, particularly by experts, were schema
driven. Nine novices (college freshman) and six experts
(first and second year graduate students in mathematics)
were asked to think aloud while solving four mathematics
problems: (1) a routine problem; (2) a problem with more
than one obvious path; (3) a nonroutine problem that
involved the use of the skills used in the routine problem;
and (4) a problem with insufficient or contradictory
information. The verbal protocols provide evidence that:1.
experts in this study possessed and used schemas to solve
problems but schema use did not fully or adequately
characterize expertise; 2. of the two aspects of
metacognition - beliefs about cognition and control of
cognition - beliefs played a more important role than
control; and 3. assessment of work is not in and of itself
useful; assessments must be acted on. © 1993 Taylor and
Francis Group, LLC.},
Doi = {10.1080/10511979308965710},
Key = {fds303010}
}
@article{fds303529,
Author = {Smith, D and Bookman, J},
Title = {Assessment in a Technological Age},
Journal = {Proceedings of the Seventh Annual International Conference
on Technology in Collegiate Mathematics (1996)
Addison-Wesley 433-437},
Year = {2014},
Month = {December},
Key = {fds303529}
}
@article{fds296261,
Author = {Bookman, J and Ganter, SL and Morgan, R},
Title = {Developing assessment methodologies for quantitative
literacy: A formative study},
Journal = {American Mathematical Monthly},
Volume = {115},
Number = {10},
Pages = {911-929},
Publisher = {Informa UK Limited},
Year = {2008},
Month = {January},
ISSN = {0002-9890},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000261592600004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Doi = {10.1080/00029890.2008.11920609},
Key = {fds296261}
}
@article{fds296258,
Author = {Turner, DA and Narayan, AP and Whicker, SA and Bookman, J and McGann,
KA},
Title = {Do pediatric residents prefer interactive learning?
Educational challenges in the duty hours
era.},
Journal = {Med Teach},
Volume = {33},
Number = {6},
Pages = {494-496},
Year = {2011},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21355697},
Abstract = {BACKGROUND: The volume of information that physicians must
learn is increasing; yet, trainee educational time is
limited. Many experts propose using trainees' learning
preferences to guide teaching. However, data regarding
predominant learning preferences within pediatrics are
limited. AIM: Identify predominant learning preferences
among pediatric residents in a Residency Training Program.
METHODS: The Visual-Aural-Read/Write-Kinesthetic (VARK)
questionnaire and Kolb Learning Style Inventory (LSI) were
administered anonymously to 50 pediatric residents. RESULTS:
Learning style assessments were completed by 50 pediatric
residents. Residents were significantly more likely to be
accommodating on the Kolb LSI, which is consistent with an
interactive learning preference (p < 0.01); 30%
demonstrated a multimodal preference on the Kolb LSI (Figure
1). VARK assessments demonstrated that 45 (90%) respondents
were kinesthetic, which is also consistent with a
significant preference for interactive learning
(p < 0.01). Forty (80%) were found to be multimodal on
the VARK (Figure 1). There was no association between
learning preference and the residents' anticipated career
choice or level of training. CONCLUSIONS: The predominant
learning preferences among a cohort of pediatric residents
from a single training program were consistent with a
preference for interactive learning, suggesting that some
trainees may benefit from supplementation of educational
curricula with additional interactive experiences. Continued
investigation is needed in this area to assess the
effectiveness of adapting teaching techniques to individual
learning preferences.},
Doi = {10.3109/0142159X.2010.542524},
Key = {fds296258}
}
@article{fds303535,
Author = {Bookman, J},
Title = {Duke University’s Mathematics Department Outreach to
Secondary Mathematics Teachers: Problems, Potential, and
Pitfalls},
Journal = {Conference proceedings from the Invitational Conference on
K-12 Outreach from University Science Departments, Raleigh,
NC: North Carolina State University, 2000: pp.143 -
145},
Year = {2014},
Month = {December},
Key = {fds303535}
}
@article{fds355420,
Author = {Schott, S and Slate Young and E and Bookman, J and Peterson,
B},
Title = {Evaluating a Large-Scale Multi-Institution Project:
Challenges Faced and Lessons Learned},
Journal = {The Journal of Mathematics and Science: Collaborative
Explorations (JMSCE)},
Volume = {16},
Number = {1},
Year = {2020},
url = {http://dx.doi.org/10.25891/5e14-nf34},
Abstract = {SUMMIT-P consists of nine participating institutions working
toward common goals but from unique perspectives. Evaluating
such a large-scale project with diverse stakeholders has
presented challenges. For one, evaluation on this scale
necessitates a team effort rather than a single evaluator.
Communication is key among the evaluators as well as among
the project players at large. Participation and reliable,
timely feedback from participants are perhaps the most
important issues while also posing some of our greatest
challenges. We present strategies we developed to counteract
these challenges. In particular, we discuss the development
of an assessment tracking system used to not only monitor
responses but to also promote an increase in on-time
responses. We conclude with a discussion of some lessons
learned about evaluating large-scale, multi-site projects to
share with other evaluators and PIs alike.},
Doi = {10.25891/5e14-nf34},
Key = {fds355420}
}
@article{fds303527,
Author = {Bookman, J},
Title = {Evaluation of Calculus Reform at Duke University},
Journal = {UME Trends, March 1992},
Year = {2014},
Month = {December},
Key = {fds303527}
}
@article{fds303536,
Author = {Bookman, J},
Title = {Learning Mathematics Meaningfully � A Challenge to College
Faculty},
Journal = {Proceedings of First Annual Charleston Connections:
Innovations in Higher Education Conference, Charleston, SC:
The Citadel, 2001: pp.92 - 100},
Year = {2014},
Month = {December},
Key = {fds303536}
}
@article{fds296260,
Author = {Lardner, ED and Bookman, J},
Title = {Lessons Learned in Interdisciplinary Professional
Development Designed to Promote the Teaching of Quantitative
Literacy},
Journal = {Journal of Faculty Development},
Volume = {27},
Number = {2},
Year = {2012},
Key = {fds296260}
}
@article{fds355422,
Author = {Bartlett, KW and Whicker, SA and Bookman, J and Narayan, AP and Staples,
BB and Hering, H and McGann, KA},
Title = {Milestone-Based Assessments Are Superior to Likert-Type
Assessments in Illustrating Trainee Progression.},
Journal = {J Grad Med Educ},
Volume = {7},
Number = {1},
Pages = {75-80},
Year = {2015},
Month = {March},
url = {http://dx.doi.org/10.4300/JGME-D-14-00389.1},
Abstract = {BACKGROUND: The Pediatrics Milestone Project uses behavioral
anchors, narrative descriptions of observable behaviors, to
describe learner progression through the Accreditation
Council for Graduate Medical Education competencies.
Starting June 2014, pediatrics programs were required to
submit milestone reports for their trainees semiannually.
Likert-type scale assessment tools were not designed to
inform milestone reporting, creating a challenge for
Clinical Competency Committees. OBJECTIVE: To determine if
milestone-based assessments better stratify trainees by
training level compared to Likert-type assessments. METHODS:
We compared assessment results for 3 subcompetencies after
changing from a 5-point Likert scale to milestone-based
behavioral anchors in July 2013. Program leadership
evaluated the new system by (1) comparing PGY-1 mean scores
on Likert-type versus milestone-based assessments; and (2)
comparing mean scores on the Likert-type versus
milestone-based assessments across PGY levels. RESULTS: Mean
scores for PGY-1 residents were significantly higher on the
prior year's Likert-type assessments than milestone-based
assessments for all 3 subcompetencies (P < .01).
Stratification by PGY level was not observed with
Likert-type assessments (eg, interpersonal and communication
skills 1 [ICS1] mean score for PGY-1, 3.99 versus PGY-3,
3.98; P = .98). In contrast, milestone-based
assessments demonstrated stratification by PGY level (eg,
the ICS1 mean score was 3.06 for PGY-1, 3.83 for PGY-2, and
3.99 for PGY-3; P < .01 for PGY-1 versus PGY-3).
Significantly different means by trainee level were noted
across 21 subcompetencies on milestone-based assessments (P
< .01 for PGY-1 versus PGY-3). CONCLUSIONS: Initial results
indicate milestone-based assessments stratify trainee
performance by level better than Likert-type assessments.
Average PGY-level scores from milestone-based assessments
may ultimately provide guidance for determining whether
trainees are progressing at the expected
pace.},
Doi = {10.4300/JGME-D-14-00389.1},
Key = {fds355422}
}
@article{fds374498,
Author = {Akin, V and Bookman, J and Braley, E},
Title = {Modeling Active Learning in Professional Development for
Teaching},
Journal = {The journal of faculty development},
Volume = {37},
Number = {3},
Pages = {28-39},
Publisher = {Magna Publications},
Year = {2023},
Month = {September},
Key = {fds374498}
}
@article{fds296262,
Author = {Bookman, J and Malone, D},
Title = {Negotiating Roles and Meaning While Learning Mathematics in
Interactive Technology-Rich Environments},
Journal = {The Journal of the Scholarship of Teaching and
Learning},
Volume = {6},
Number = {2},
Pages = {41-65},
Year = {2006},
Month = {October},
Key = {fds296262}
}
@article{fds296255,
Author = {Winter, D and Lemons, P and Bookman, J and Hoese,
W},
Title = {Novice Instructors and Student-Centered Instruction:
Identifying and Addressing Obstacles to Learning in the
College Science Laboratory},
Journal = {Journal of Scholarship of Teaching and Learning},
Volume = {2},
Number = {1},
Year = {2001},
Key = {fds296255}
}
@article{fds303526,
Author = {Bookman, J},
Title = {NSF Workshop on Assessment in Calculus Curriculum Reform
Efforts},
Journal = {UME Trends, October, 1992},
Year = {2014},
Month = {December},
Key = {fds303526}
}
@article{fds357990,
Author = {Bookman, J},
Title = {Program Evaluation and Undergraduate Mathematics
Renewal},
Pages = {91-102},
Booktitle = {Calculus Renewal},
Publisher = {Springer US},
Year = {2000},
ISBN = {9781441933348},
url = {http://dx.doi.org/10.1007/978-1-4757-4698-3_7},
Doi = {10.1007/978-1-4757-4698-3_7},
Key = {fds357990}
}
@article{fds303534,
Author = {Bookman, J},
Title = {Program Evaluation and Undergraduate Mathematics Renewal:
The impact of calculus reform on student performance in
subsequent courses},
Journal = {in Ganter, S. (Ed.) Calculus Renewal: Issues for
Undergraduate Mathematics Education in the Next Decade, New
York, NY: Plenum Press, 2000: pp.91 - 102},
Year = {2014},
Month = {December},
Key = {fds303534}
}
@article{fds303530,
Author = {Bookman, J and Blake, L},
Title = {Seven Years of Project CALC at Duke University - Approaching
a Steady State?},
Journal = {PRIMUS, September 1996: 221 - 234},
Volume = {6},
Number = {3},
Pages = {221-234},
Publisher = {Informa UK Limited},
Year = {1996},
Month = {January},
url = {http://dx.doi.org/10.1080/10511979608965825},
Abstract = {Duke University was the site of one of the first large scale
calculus reform projects funded by the National Science
Foundation (NSF) in the post-Tulane conference era. In the
seven years during which Project CALC has first taught, it
has undergone numerous revisions. In this paper, we will
discuss these revisions and the reasons behind them. In
particular, we will describe the changes we have made over
the last seven years in the: mathematical content; text;
software and hardware; emphasis on computational skill;
amount and nature of student writing; amount and nature of
student homework; and grading, testing and assessment of
student learning. The reasons for these changes include:
examination of the results of our formal evaluation; the
attitudes of students; and the attitudes of faculty. © 1996
Taylor & Francis Group, LLC.},
Doi = {10.1080/10511979608965825},
Key = {fds303530}
}
@article{fds325014,
Author = {Bookman, J and Smith, D and Rossi, DE},
Title = {Software Reviews},
Journal = {The College Mathematics Journal},
Volume = {16},
Number = {3},
Pages = {218-218},
Publisher = {Informa UK Limited},
Year = {1985},
Month = {June},
url = {http://dx.doi.org/10.2307/2686577},
Doi = {10.2307/2686577},
Key = {fds325014}
}
@article{fds303532,
Author = {Bookman, J and Friedman, C},
Title = {Student Attitudes and Calculus Reform},
Journal = {School Science and Mathematics, March 1998:
117-122},
Year = {2014},
Month = {December},
Key = {fds303532}
}
@article{fds296254,
Author = {Narayan, AP and Whicker, SA and Staples, B and Bookman, J and Bartlett,
K and McGann, KA},
Title = {The Clinical Skills Fair - An Innovative Curriculum
Evaluation Tool},
Journal = {Journal of Graduate Medical Education},
Year = {2013},
Month = {April},
Key = {fds296254}
}
@article{fds303533,
Author = {Bookman, J and Friedman, C},
Title = {The Evaluation of Project CALC at Duke University 1989 -
1994},
Journal = {in B. Gold, S. Keith, W. Marion, eds., Assessment Practices
in Undergraduate Mathematics, MAA Notes # 49, Washington DC:
Mathematical Association of America, 1999: pp.
253-256.},
Year = {2014},
Month = {December},
Key = {fds303533}
}
@article{fds296256,
Author = {Bookman, J and Malone, D},
Title = {The Nature of Learning in Interactive Technological
Environments: A Proposal for a Research Agenda Based on
Grounded Theory},
Journal = {Research in Collegiate Mathematics Education},
Editor = {edited by Selden, A. and Dubinsky, E. and Harel, G. and Hitt,
F.},
Year = {2003},
Key = {fds296256}
}
@article{fds303531,
Author = {Bookman, J},
Title = {There’s Glory For You! - Why We Define Mathematical Terms
The Way We Do},
Journal = {Centroid, Spring 1996, 36-39},
Year = {2014},
Month = {December},
Key = {fds303531}
}
@article{fds296257,
Author = {Varsavsky, C and Waldock, J and Harding, A and Jack Bookman and LS and Luaces, VM},
Title = {Undergraduate mathematics around the world},
Journal = {Delta Communications, conference proceedings of the Volcanic
Delta ’11, the eighth Delta conference on the teaching and
learning of undergraduate mathematics and
statistics},
Year = {2011},
Key = {fds296257}
}
@article{fds355423,
Author = {Narayan, AP and Whicker, SA and Staples, BB and Bookman, J and Bartlett,
KW and McGann, KA},
Title = {Using an innovative curriculum evaluation tool to inform
program improvement: the clinical skills
fair.},
Journal = {J Grad Med Educ},
Volume = {6},
Number = {1},
Pages = {133-138},
Year = {2014},
Month = {March},
url = {http://dx.doi.org/10.4300/JGME-D-13-00190.1},
Abstract = {BACKGROUND: Program evaluation is important for assessing
the effectiveness of the residency curriculum. Limited
resources are available, however, and curriculum evaluation
processes must be sustainable and well integrated into
program improvement efforts. INTERVENTION: We describe the
pediatric Clinical Skills Fair, an innovative method for
evaluating the effectiveness of residency curriculum through
assessment of trainees in 2 domains: medical
knowledge/patient care and procedure. Each year from 2008 to
2011, interns completed the Clinical Skills Fair as rising
interns in postgraduate year (PGY)-1 (R1s) and again at the
end of the year, as rising residents in PGY-2 (R2s).
Trainees completed the Clinical Skills Fair at the beginning
and end of the intern year for each cohort to assess how
well the curriculum prepared them to meet the intern goals
and objectives. RESULTS: Participants were 48 R1s and 47
R2s. In the medical knowledge/patient care domain, intern
scores improved from 48% to 65% correct (P < .001).
Significant improvement was demonstrated in the following
subdomains: jaundice (41% to 65% correct; P < .001), fever
(67% to 94% correct; P < .001), and asthma (43% to 62%
correct; P = .002). No significant change was noted
within the arrhythmia subdomain. There was significant
improvement in the procedure domain for all interns (χ(2)
= 32.82, P < .001). CONCLUSIONS: The Clinical Skills
Fair is a readily implemented and sustainable method for our
residency program curriculum assessment. Its feasibility may
allow other programs to assess their curriculum and track
the impact of programmatic changes; it may be particularly
useful for program evaluation committees.},
Doi = {10.4300/JGME-D-13-00190.1},
Key = {fds355423}
}
@article{fds303524,
Author = {Bookman, J},
Title = {Why �False Implies False" is True - a Discovery
Explanation},
Journal = {The Mathematics Teacher 71 (November 1978):
675-676.},
Year = {2014},
Month = {December},
Key = {fds303524}
}
|