Peter Boedeker

Assistant Professor

Baylor College of Medicine

United States

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Peter Boedeker is an Assistant Professor at Baylor College of Medicine in the United States. His research focuses on educational methodologies in health professions education, coding practices in research syntheses, and qualitative analysis in medical programming. He has contributed to various studies that explore pedagogical content knowledge, assessment strategies, and the impacts of physical activity on children's health. His recent publications reflect a commitment to enhancing educational practices and evidence synthesis within the medical field.

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UNITED STATES

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Gena Nelson

Research Assistant Professor

University of Oregon

UNITED STATES

The University of Alabama

UNITED STATES

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Peter Boedeker

Research Interests

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About

Articles (24)

Ten practices for successful study coding in research syntheses: Developing coding manuals and coding forms

The Group Interview as a Method of Efficient Hiring: The Experience of a Regional Medical School Campus

How to harness rapid qualitative analysis to evaluate implementation of surgery educational programming

Cross-Sectional Analysis of Sex Differences in Out-of-School Physical Activity Among Elementary School Students

Development and Validation of the Perceived Power Distance Scale in US Undergraduate Medical Education

Measuring creative self-efficacy: Instrument development and validation

Defining three principles for credible evidence synthesis and reviews in health professions education

Suicidal Ideation, Clinical Worsening and Outcomes among Child Participants in Trauma-Focused Treatment

Pedagogical Content Knowledge as a Lens for Transforming Teaching in Medical and Health Professions Education

Two-Phase Individual Assessments: A Second-Chance Assessment Strategy With Individualized Feedback to Promote Assessment for Learning

Investigating measurement of the home learning environment in early math intervention studies

So is it better than something else? Using the results of a random-effects meta-analysis to characterize the magnitude of an effect size as a percentile.

PharmaCORE: Optimizing medical pharmacology education with an innovative instructional dashboard

Structural Equation Modeling Analysis on Associations of Moral Distress and Dimensions of Organizational Culture in Healthcare: A Cross-Sectional Study of Healthcare Professionals

A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children

COVID-19 public health lessons in science class boost knowledge and efficacy beliefs

Propensity Score Methods and Difference-in-Differences with an Exogenous Time-Varying Confounder: Evaluation of Methods

Simulation Evaluating Disproportionality-Based Indicators of Inequitable Selection Practices Into Advanced Academic Programming

Socioeconomic status and early reading achievement: How working memory and cognitive flexibility mediate the relation in low‐achieving and typically developing K to first grade students

Prevalence of Evidence-Based School Meal Practices and Associations with Reported Food Waste across a National Sample of U.S. Elementary Schools

Implementation of Physical Activity in US Elementary Schools: The Role of Administrative Support, Financial Resources, and Champions

Study protocol for testing the association between physical activity and academic outcomes utilizing a cluster-randomized trial

Writing Motivation and Middle School: An Examination of Changes in Students’ Motivation for Writing

Evaluation of heterogeneity and heterogeneity interval estimators in random-effects meta-analysis of the standardized mean difference in education and psychology.

Collaborators (12)

Kelly B Cartwright

Katherine Wright

Zachary Barnes

Todd Kettler

Eric Storch

Sarah Quinn

Nancy Moreno

Gena Nelson

Hannah Carter

Sean Grant

Kristen Lamb

Tracey S. Hodges

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Development and Validation of the Perceived Power Distance Scale in US Undergraduate Medical Education