Jorie Colbert-Getz

Jorie Colbert-Getz, PhD

Languages spoken: English

Academic Information

Departments Primary - Internal Medicine

Divisions: General Medicine

Jorie Colbert-Getz, PhD, MS, is Associate Professor in Internal Medicine and the Assistant Dean of Education Quality Improvement for the University of Utah School of Medicine. She is also an adjunct faculty member for Johns Hopkins Masters of Education in the Health Professions. At the national level Dr. Colbert-Getz has served on the executive committee for the Society of Directors of Research in Medical Education, was the Medical Education Scholarship, Research, and Evaluation chair for the Western Region (2016-2019), and was the founding director of the Learning Community Institute Research Network (2017-2020). She has over 50 publications in medical education, mostly focused on assessment. Her overarching mission is to ensure assessments measure developmentally appropriate learning objectives/milestones. To that end, her research focuses on validity frameworks and other elements of assessment utility, survey design, and program evaluation. Dr. Colbert-Getz received her MS degree in Psychology from Illinois State University and her PhD degree in Educational Psychology from the University of Utah.

Education History

Doctoral Training University of Utah
 PhD
Graduate Training Illinois State University
 MS
Undergraduate Illinois State University
 BS

Selected Publications

Journal Article

  1. Signor E, Gerstenberger J, Cotton J, Colbert-Getz J, Lapp K (2024). Integrating a self-directed ultrasound curriculum for the internal medicine clerkship. Ultrasound J, 16(1), 19. (Read full article)
  2. Thomas JK, Colbert-Getz J, Bonnett R, Sakaeda M, Hurtado JM, Chow C (2024). "What's Next in My Arc of Development?": An Exploratory Study of What Medical Students Need to Care for Patients of Different Backgrounds. Teach Learn Med, 1-11. (Read full article)
  3. Colbert-Getz JM, Lappe K, Gerstenberger J, Milne CK, Raaum S (2023). Capturing growth curves of medical students' clinical skills performance. Clin Teach, 20(6), e13623. (Read full article)
  4. Sawicki JG, McCuistion A, Hansen I, Colbert-Getz J, Good B (2023). Academic Performance of Clerkship Students Working on a Longitudinal Inpatient Pediatrics Team. Hosp Pediatr, 13(2), 122-134. (Read full article)
  5. Colbert-Getz JM, Lindsley J, Moore KB, Formosa T, Pippitt K (2022). Promotion of a Mastery Orientation to Learning in Medical School: Implementation of the Not Yet Pass Grade. Acad Med, 98(1), 52-56. (Read full article)
  6. Rougas S, Berry A, Bierer SB, Blanchard RD, Cianciolo AT, Colbert-Getz JM, Han H, Lipner K, Teal CR (2022). Applying Conceptual and Theoretical Frameworks to Health Professions Education Research: An Introductory Workshop. MedEdPORTAL, 18, 11286. (Read full article)
  7. Luman AA, Bagley M, Colbert-Getz JM, Christensen T, Lindsley JE, Chow CJ (2022). "Am I even a med-student anymore?" A Mixed-Methods Study of the Impact of the Initial Disruptions Caused by the COVID-19 Pandemic on Medical Student Professional Identity Formation. Med Sci Educ, 32(6), 1-9. (Read full article)
  8. Saab SS, Pollack S, Lerner V, Banks E, Salva CR, Colbert-Getz J (2022). Validity Study of an End-of-Clerkship Oral Examination in Obstetrics and Gynecology. J Surg Educ. (Read full article)
  9. Pippitt KA, Moore KB, Lindsley JE, Cariello PF, Smith AG, Formosa T, Moser K, Morton DA, Colbert-Getz JM, Chow CJ (2022). Assessment for Learning with Ungraded and Graded Assessments. Med Sci Educ, 32(5), 1045-1054. (Read full article)
  10. Singh A, Klimpl D, Kisuule F, Cardin T, Tackett S, Gupta I, Blum K, Wimmer K, Wright S, Colbert-Getz J (2022). Development of a novel hospitalist advanced practice provider assessment instrument: A pilot study. J Hosp Med, 17(3), 176-180. (Read full article)
  11. Colbert-Getz JM, Bierer SB, Berry A, Bradley E, Han H, Mooney C, Szauter K, Teal CR, Youm J, OBrien BC (2021). What Is an Innovation Article? A Systematic Overview of Innovation in Health Professions Education Journals. Acad Med, 96(11S), S39-S47. (Read full article)
  12. Colbert-Getz JM, Shea JA (2020). Three key issues for determining competence in a system of assessment. Med Teach, 43(7), 853-855. (Read full article)
  13. Colbert-Getz J, Shaffer K, Chow C (2020). Taking the Scholarly Practice One Step Further by Producing Education Scholarship. Acad Med, 96(4), 610. (Read full article)
  14. Colbert-Getz J, Chow C, Li M, Weber T, Hannon P, Hammad I, Good B, Bonnett R, Sakaeda M, Robson J, Lamb S (2021). Times of Medical Education Crisis Require New Evaluation Approaches: Proof of Concept of a System-Based Program Evaluation Model. Med Sci Educ, 31(3), 1-6. (Read full article)
  15. Roussel D, Gordon PR, Wagner JM, Bardack M, Sardesai MG, Colbert-Getz JM (2020). The learning community faculty experience: how longitudinal relationships with learners enhance work meaning. Perspect Med Educ, 9(6), 343-349. (Read full article)
  16. Hannon P, Lappe K, Griffin C, Roussel D, Colbert-Getz J (2020). An objective structured clinical examination: From examination room to Zoom breakout room. Med Educ, 54(9), 861. (Read full article)
  17. Moore KB, Bonnett R, Colbert-Getz JM (2020). A Process and Rubric for a Group to Review the Quality of a Medical Education Course/Clerkship. MedEdPORTAL, 16, 10911. (Read full article)
  18. Colbert-Getz JM, Lappe K, Northrup M, Roussel D (2019). To What Degree Are the 13 Entrustable Professional Activities Already Incorporated Into Physicians' Performance Schemas for Medical Students? Teach Learn Med, 31(4), 361-369. (Read full article)
  19. Raaum SE, Lappe K, Colbert-Getz JM, Milne CK (2019). Milestone Implementation's Impact on Narrative Comments and Perception of Feedback for Internal Medicine Residents: a Mixed Methods Study. J Gen Intern Med, 34(6), 929-935. (Read full article)
  20. Colbert-Getz JM, Ryan M, Hennessey E, Lindeman B, Pitts B, Rutherford KA, Schwengel D, Sozio SM, George J, Jung J (2017). Measuring Assessment Quality With an Assessment Utility Rubric for Medical Education. MedEdPORTAL, 13, 10588. (Read full article)
  21. Morton DA, Colbert-Getz JM (2016). Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy. Anat Sci Educ, 10(2), 170-175. (Read full article)

Editorial

  1. Sukhera J, lveczky D, Colbert-Getz J, Fernandez A, Ho MJ, Ryan MS, Young ME (2023). Digging Deeper, Zooming Out: Reimagining Legacies in Medical Education. Acad Med, 98(11S), S6-S9. (Read full article)