@article{frey_kedrowicz_hedgpeth_2023, title={Decision making on antimicrobial use: Cat and dog owners’ knowledge and preferences for veterinary communication}, volume={9}, ISSN={0042-4900 2042-7670}, url={http://dx.doi.org/10.1002/vetr.3411}, DOI={10.1002/vetr.3411}, abstractNote={Abstract}, journal={Veterinary Record}, publisher={Wiley}, author={Frey, Erin and Kedrowicz, April and Hedgpeth, Mari‐Wells}, year={2023}, month={Sep} }
 @article{frey_kedrowicz_hedgpeth_2022, title={Exploring companion animal caretakers' attitudes, perceptions and behavioural drivers of antimicrobial use within the social context of veterinary care}, volume={63}, ISSN={0022-4510 1748-5827}, url={http://dx.doi.org/10.1111/jsap.13549}, DOI={10.1111/jsap.13549}, abstractNote={ObjectiveTo explore companion animal caretakers' attitudes, perceptions and behavioural drivers of antimicrobial use within the social context of veterinary care.}, number={12}, journal={Journal of Small Animal Practice}, publisher={Wiley}, author={Frey, E. and Kedrowicz, A. and Hedgpeth, M. W.}, year={2022}, month={Sep}, pages={873–881} }
 @article{love_hedgpeth_robertson_marks_schoenfeld-tacher_2021, title={Assessment of Safety Culture at a Veterinary Teaching Hospital in the United States}, volume={8}, ISSN={["2297-1769"]}, DOI={10.3389/fvets.2021.638764}, abstractNote={This study assessed the fidelity of an existing questionnaire regarding attitudes toward safety culture in an academic veterinary hospital setting and gathered baseline data on these attitudes in a local population. A cross-sectional study design was used to evaluate perceptions held by veterinary teaching hospital employees. An established veterinary safety culture survey was modified and administered as a confidential online survey to faculty, house officers, and professional staff of a veterinary teaching hospital in the United States. Confirmatory and exploratory factor analysis were conducted to compare the adapted survey to the established version. Descriptive statistics were used to characterize baseline safety culture. The adapted survey exhibited factor groupings that were mostly in agreement with, but slightly different from, the original instrument. In general, survey respondents outlined positive attitudes toward the various domains of safety culture, though we identified opportunities for improvement in some areas. An adapted veterinary safety culture survey can be applied to a veterinary teaching hospital in the United States to assess baseline data surrounding the culture of safety and to identify opportunities for focused improvement efforts.}, journal={FRONTIERS IN VETERINARY SCIENCE}, author={Love, Lydia C. and Hedgpeth, Mari-Wells and Robertson, James B. and Marks, Steven L. and Schoenfeld-Tacher, Regina M.}, year={2021}, month={Mar} }
 @misc{royal_hedgpeth_2020, title={A Call for an AAVMC-Led Employer Survey of Veterinary Medical School Graduates}, volume={47}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.2019-0099}, number={1}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Royal, Kenneth D. and Hedgpeth, Mari-Wells}, year={2020}, month={Feb}, pages={1–1} }
 @article{royal_hedgpeth_2018, title={Think Subscores Are a Helpful Form of Feedback? Think Again}, volume={45}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0117-014r1}, abstractNote={ Many educators believe subscores offer an easy approach for (1) discerning what students know/can do, and (2) providing more analytical feedback to students. In addition, many educators use subscores as a tool for guiding targeted remediation in specific areas of study. Unfortunately, there are several significant problems associated with subscores, and such beliefs and practices may be problematic and ill-advised. The purpose of this article is to address some of the problems relating to subscores in classroom assessment scenarios and to encourage educators to be cautious of these often deceptive and problematic measures. }, number={4}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, publisher={University of Toronto Press Inc. (UTPress)}, author={Royal, Kenneth D. and Hedgpeth, Mari-Wells}, year={2018}, pages={567–570} }
 @article{royal_hedgpeth_mulkey_fremer_2016, title={The 10 most wanted test cheaters in medical education}, volume={50}, ISSN={["1365-2923"]}, DOI={10.1111/medu.13096}, abstractNote={Abstract}, number={12}, journal={MEDICAL EDUCATION}, publisher={Wiley-Blackwell}, author={Royal, Kenneth and Hedgpeth, Marian-Wells and Mulkey, Jamie and Fremer, John}, year={2016}, month={Dec}, pages={1241–1244} }
 @article{royal_hedgpeth_smith_kirk_2015, title={A Method for Investigating "Instructional Familiarity" and Discerning Authentic Learning}, volume={5}, ISSN={["2277-9205"]}, DOI={10.4103/2141-9248.177990}, abstractNote={Background: Presently, most medical educators rely exclusively on item difficulty and discrimination indices to investigate an item's psychometric quality and functioning. We argue “instructional familiarity” effects should also be of primary concern for persons attempting to discern the quality and meaning of a set of test scores. Aim: There were four primary objectives of this study: (1) Revisit Haladyna and Roid's conceptualization of “instructional sensitivity” within the context of criterion-referenced assessments, (2) provide an overview of “instructional familiarity” and its importance, (3) reframe the concept for a modern audience concerned with medical school assessments, and (4) conduct an empirical evaluation of a medical school examination in which we attempt to investigate the instructional effects on person and item measures. Subjects and Methods: This study involved a medical school course instructor providing ratings of instructional familiarity (IF) for each mid-term examination item, and a series of psychometric analyses to investigate the effects of IF on students' scores and item statistics. The methodology used in this study is based primarily on a mixed-method, “action research” design for a medical school course focusing on endocrinology. Rasch measurement model; correlation analysis. Results: The methodology presented in this article was evidenced to better discern authentic learning than traditional approaches that ignore valuable contextual information about students' familiarity with exam items. Conclusions: The authors encourage other medical educators to adopt this straightforward methodology so as to increase the likelihood of making valid inferences about learning.}, number={6}, journal={ANNALS OF MEDICAL AND HEALTH SCIENCES RESEARCH}, publisher={Medknow}, author={Royal, K. D. and Hedgpeth, M. W. and Smith, K. W. and Kirk, D.}, year={2015}, pages={428–434} }