Administration

Professor
Medical Education and Clinical Sciences

Education

• Williams College, Williamstown, Massachusetts, Bachelor of Science
• Dartmouth Medical School, Hanover, New Hampshire, Doctor of Medicine
• University of Utrecht / University of California San Francisco, Doctor of Philosophy in Medical Education

Academic Positions

• Professor, Department of Medicine, Oregon Health & Science University School of Medicine, 2005

• Internal Medicine Residency Program Director, 1991-1996, Virginia Mason Hospital, Seattle, WA

• Division Head, General Internal Medicine & Geriatrics, 1998-2009, Oregon Health & Science University Department of Medicine, Portland, OR

• Associate Residency Program Director, Primary Care Internal Medicine, 1998-2009, Oregon Health & Science University, Portland, OR

• Education Consultant, 2000-2017, Office of Academic Affiliations, Veterans Health Administration, Washington, DC

• Director, Education Scholars Program, 2000-2017, Oregon Health & Science University, Portland, OR

Selected Publications and Presentations

1. Bowen, JL and DM Irby. Assessing Quality and Costs of Education in the Ambulatory Setting: A Review of the Literature. Academic Medicine, 2002; 77(7):621-80

2. Bowen JL, Salerno SM, Chamberlain JK, Eckstrom E, Chen HL, Brandenburg S. Changing habits of practice. Transforming internal medicine residency education in ambulatory settings. Journal of General Internal Medicine, 2005; 20(12):1181-1187

3. Bowen JL, Eckstrom E, Muller M, Haney E. Enhancing the effectiveness of one-minute preceptor faculty development workshops. Teaching and Learning in Medicine, 2006;18:35-41.

4. Bowen JL, Clark JM, Houston TK, Levine R, Branch W, Clayton CP, Alguire P, Esham R, Boulware DW, Ferenchick G, Kern DE. A national collaboration to disseminate skills for outpatient teaching in internal medicine: program description and preliminary evaluation. Academic Medicine, 2006;81(2):193-202.

5. Bowen JL. Educational Strategies to Promote Clinical Diagnostic Reasoning. New England Journal of Medicine, 2006; 355:2217-25.

6. Ilgen JS, Bowen JL, Yarris LM, Fu R, Lowe RA, Eva K. Adjusting our lens: Can developmental differences in diagnostic reasoning be harnessed to improve health professional and trainee assessment? Academic Emergency Medicine 2011;18:S79-S86.

7. Ilgen JS, Bowen JL, McIntyre LA, Banh KV, Barnes D, Coates WC, Druck J, Fix ML, Rimple D, Yarris LM, Eva KW. Comparing diagnostic performance and the utility of clinical vignette-based assessment under testing conditions designed to encourage either automatic or analytic thought. Academic Medicine, 2013; 88:1545-1551

8. Bowen JL, Hirsh D, Aagaard E, Kaminetzky CP, Smith M, Hardman J, Chheda S. Advancing educational continuity in primary care residencies: An opportunity for patient-centered medical

   homes. Academic Medicine, 2015; 90:587-93.

9. Bowen JL, Ilgen JS, Irby DM, ten Cate O, O’Brien BC. “You have to know the end of the story.” Motivations to follow-up after transitions of clinical responsibility. Academic Medicine (RIME supplement) 2017; 92:S48-S54.

10. Bowen JL, O’Brien BC, Ilgen JS, Irby DM, ten Cate O. Chart stalking, list making, and physicians’ efforts to track patients’ outcomes after transitioning responsibility. Medical Education 2018; 52:404-13.

11. Bowen JL, Ilgen JI, Regehr G, ten Cate O, Irby DM, O’Brien BC. Reflections from the rear-view mirror: Internal medicine physicians’ reactions to clinical feedback after transitions of responsibility. Academic Medicine, 2019; 94:1953-1960.

12. Sewell JL, Bowen JL, ten Cate O, O’Sullivan P, Shah B, Boscardin C. Learning challenges, teaching strategies, and cognitive load: Experience of seasoned endoscopy teachers. Academic Medicine, 2020;95:794-802

13. Bowen JL, Boscardin CK, Chiovaro J, ten Cate O, Regehr G, Irby DM, O’Brien BC. A view from the sender side of feedback: Anticipated receptivity to clinical feedback when changing prior physicians’ clinical decisions. A mixed methods study. Advances in Health Sciences Education, 2020; 25:263-282

14. Exploring current physicians’ failure to communicate clinical feedback back to transferring physicians after transitions of patient care responsibility: A mixed methods study.

    Perspectives on Medical Education, 2020; doi.org/10.1007/s40037-020-00585-1 [online early]