Philadelphia University + Thomas Jefferson University
Sidney Kimmel Medical College
Center for Research in Medical Education & Health Care

Robeson, Mary R.

< Back



Mary R. Robeson,

Contact Ms. Robeson

1015 Walnut Street
Curtis Building, Suite 319
Philadelphia, PA 19107

(215) 955-9390
(215) 923-6939 fax

University Appointment

Managing Director
Center for Research in Medical Education and Health Care

Research and Clinical Interests

Major responsibilities include the database design and maintenance for the Longitudinal Study of Jefferson Health System Residents and the Pennsylvania Tracking System for students and graduates of Pennsylvania medical schools. Further responsibilities in various projects funded by the American Board of Family Practice and the Health Resources and Services Administration. Responsibilities on these projects include data analysis pertaining to research grants, papers and presentations using SAS, Access, Excel, Visual Basic, and various other software packages. Provide support for projects such as the maintenance of the Longitudinal Study of Jefferson Medical College graduates and collecting and controlling data for the evaluation of the third-year clinical clerkships. Provide consultation to staff in scheduling, scanning, and scoring examinations for the Medical College and Thomas Jefferson University and maintenance and retrieval from examination question databases (in Access) for several departments at Jefferson Medical College.

Mary R. Robeson is Instructor in the Depart­ment of Psychiatry and Human Behavior at Jef­ferson. Her primary responsibilities are with the collaborative projects study­ing the quality and cost of care in the Italian health care system and in the develop­ment of a longitudinal, popul-ation-based, health care utili­zation database including the four mil­lion resi­dents of the Emilia-Romagna Region of Italy.  She is also involved in stu­dent assessment and evaluation of the medical education programs. Ms. Robeson also has a major role in the data analysis and scoring of the OSCEs at the Clini­cal Skills Center and is responsible for collect­ing systematic data to monitor the core clinical clerkships at the University and other affiliated hospitals. In addition to these respon­sibilities, she acts as a consultant for the evalua­tion ser­vices for the Medical College and the College of Health Professions. Her background is in psy­chology and sociology, statistics, test­ing, and measurement. Ms. Robeson holds a master’s degree in educational measurement from the University of Pennsylvania.


Most Recent Peer-Reviewed Publications

  1. Predicting risk of hospitalisation or death: A retrospective population-based analysis
  2. Beta-blocker initiation and adherence after hospitalization for acute myocardial infarction
  3. Evaluation of the congruence between students' postencounter notes and standardized patients' checklists in a clinical skills examination
  4. USMLE step 2 performance and test administration date in the fourth year of medical school
  5. Do global rating forms enable program directors to assess the ACGME competencies?
  6. Sooner or later? USMLE step 1 performance and test administration date at the end of the second year
  7. Conceptualization and measurement of clinical competence of residents: A brief rating form and its psychometric properties
  8. Administration of open-ended test questions by computer in a clerkship final examination
  9. Choice of first-year residency position and long-term generalist career choices [4]
  10. Who is a generalist? An analysis of whether physicians trained as generalists practice as generalists
  11. Patients don't present with five choices: An alternative to multiple- choice tests in assessing physicians' competence
  12. A statewide system to track medical students' careers: The Pennsylvania model
  13. Students satisfaction and perceptions of attending physicians' and residents' teaching role
  14. Relationship of students' perceptions of faculty to scholastic achievement: Are popular instructors better educators?
  15. Assessment of physicians' interest in primary care training/retraining
  16. The virtues of extended matching and uncued tests as alternatives to multiple choice questions
  17. Generalist career plans: Tracking medical school seniors through residency
  18. A strategy for selecting the best content for basic science courses
  19. Primary care and nonprimary care physicians' concerns in practice and perceptions of medical school curriculum
  20. Gender Comparisons Prior to, during, and after Medical School Using Two Decades of Longitudinal Data at Jefferson Medical College