Pharmaceutical & Medical Device Training on SpacedEd

Dr. Kerfoot is a staff surgeon (urologist) at the Veterans Affairs Boston Healthcare System and an Associate Professor of Surgery at Harvard Medical School.  The focus of Dr. Kerfoot's research has been the application of rigorous clinical trial methodologies to the evaluation of online educational technologies. 

Over the last 5 years, Dr. Kerfoot has combined the “spacing effect” and “testing effect” (retrieval practice) to form a new online learning method that is engaging, effective, and well-tailored to the new mobile generation of learners.  Go to Qstream to try it!

More information on Dr. Kerfoot's research.
 

Education
1985-89        A.B.               Princeton University, Princeton, NJ
1989-91        M.A./B.A.        Oxford University (Balliol College), Oxford, UK
1992-96        M.D.              Harvard Medical School, Boston, MA
1999-2000     Ed.M.             Harvard Graduate School of Education, Boston, MA

Employment:
1996-2002       Harvard Residency Program in Urology (Longwood Area), Boston, MA
2002-             Staff Surgeon (Urologist), VA Boston Healthcare System, MA
                              (Certified 2004, American Board of Urology)
2006-8            Senior Consultant, Harvard Medical International, Boston, MA

Academic Appointments:
2002-2005        Instructor in Surgery (Urology), Harvard Medical School
2005-8             Assistant Professor in Surgery (Urology), Harvard Medical School
2008-              Associate Professor in Surgery (Urology), Harvard Medical School 

Medical Education Training:
2000          Harvard Macy Institute’s Program for Leaders in Medical Education
2002-3       Rabkin Fellowship in Medical Education, Boston, MA

Honors:
1989        Summa Cum Laude, Princeton Univeristy
1989        Class of 1916 Cup  --  Princeton University’s Scholar-Athlete Award      
1989-91   Newton-Tatum Scholarship -- For study at Balliol College, Oxford University
1991-2     Captain of the Blues Tennis Team, Oxford University, England
2002-4     Research Scholar Award, American Foundation of Urologic Disease (AFUD)
2002-       Fellow in the Academy at Harvard Medical School, Harvard University
2005-8     Veterans Affairs Research Career Development Award 
2007       Felch/Wyeth Research in Education Award, Alliance for CME
2006-10   AUAF/Astellas Rising Star in Urology Research Award, AUA Foundation
2009       Felch/Wyeth Research in Education Award, Alliance for CME

2011         Presidential Early Career Award for Scientists and Engineers
”the highest honor bestowed by the US government on science and engineering professionals in the early stages of their independent research careers”

Selected Publications
(1)  Kerfoot BP, DeWolf WC. Does the outpatient setting provide the best environment for medical student learning of urology? J Urol. 2002;167(4):1797-9.

(2)  Kerfoot BP, Mitchell ME, Novick AC. Grappling with the evaluation of clinical competencies: a view from the Residency Review Committee for Urology. Urology 2002;60(2):223-4.

(3)  Kerfoot BP, Masser BA, Hafler JP. How does the introduction of computers and wall-mounted plasma screens Impact small group tutorials? Preliminary results. Med Educ. 2003;37(5):478-9.

(4)  Kerfoot BP, Baker H, Volkan K, Church PA, Federman DD, Masser BA, DeWolf WC. Development and initial evaluation of a novel urology curriculum for medical students. J Urol. 2004;172(1):278-81.

(5)  Kerfoot BP, Baker H, Volkan K, Church PA, Federman DD, Masser BA, DeWolf WC. Development of validated instrument to measure medical student learning in clinical urology: a step toward evidence based education. J Urol. 2004;172(1):282-5.

(6)  Kerfoot BP, Nabha KS, Hafler JP. Designing a surgical 'resident-as-teacher' programme. Med Educ. 2004;38(11):1190.

(7)  Kerfoot BP, Masser BA, Hafler JP. Influence of new educational technology on problem-based learning at Harvard Medical School. Med Educ. 2005;39(4):380-7.

(8)  Kerfoot BP, Nabha KS, Hafler JP. Duty-hour restrictions' impact on teaching by surgical residents. Med Educ. 2005;39(5):528.

(9)  Masser BA, Woo B, Kerfoot BP. Randomised trial of early clinical training for students. Med Educ 2005;39:1150-1.

(10)  Kerfoot BP, Nabha KS, Masser BA, McCullough DL. What makes a medical student avoid or enter a career in urology? Results of an international survey. J Urol. 2005;174(5):1953-7.

(11)  Kerfoot BP, Baker H, Jackson TL, Hulbert WC, Federman DD, Oates RD, DeWolf WC. A multi-institutional randomized controlled trial of adjuvant Web-based teaching to medical students. Acad Med. 2006;81(3):224-30.

(12)  Kerfoot BP, Masser BA, DeWolf WC. The continued decline of formal urological education of medical students in the United States: does it matter?  J. Urol 2006; 175, 2243-2248.

(13)  Kerfoot BP, Conlin PR, McMahon GT. Comparison of delivery modes for online medical education. Med Educ. 2006;40(11): 1137-8.

(14)  Kerfoot BP, Conlin PR, McMahon GT. Health-systems knowledge and its determinants in medical trainees. Med Educ. 2006;40(11): 1132.

(15)  Kerfoot BP, DeWolf WC, Masser BA, Church PA, Federman DD. Spaced education improves the retention of clinical knowledge by medical students: randomized controlled trial. Med Educ, 2007: 41:23-31.

(16)  Kerfoot BP, Baker HE, Koch MO, Connelly D, Joseph DB, Ritchey ML. Randomized controlled trial of spaced education to US and Canadian urology residents.  J Urol 2007; 177, 1481-1487.

(17)  Kerfoot BP, Conlin PR, Travison, T, McMahon GT. Web-based education in systems-based practice: a randomized trial.  Arch Intern Med. 2007;167:361-366.

(18)  Shields HM, Guss G, Somers SC, Kerfoot BP, Mandell BS, et al.  A faculty development program to train tutors to be discussion leaders rather than facilitators.  Acad Med. 2007;82(5):486–492.

(19)  Kerfoot BP, Conlin PR, Travison, T, McMahon GT.  Patient safety knowledge and its determinants in medical trainees.  J Gen Intern Med 2007;22:1150–1154.

(20)  Kerfoot BP, Holmberg EF, Lawler EV, Krupat E, Conlin PR. Provider-level determinants of inappropriate prostate-specific antigen screening. Arch Intern Med 2007;167(13):1367-1372.

(21)  Kerfoot BP, Asher KP, McCullough DL.  Financial and educational costs of the residency interview process for urology applicants.  Urology 2008; 71: 990–995.

(22)  Kerfoot BP, Turek PJ.  What every graduating medical student should know about urology: the stakeholder viewpoint.  Urology 2008; 71: 549–553.

(23)  Kerfoot BP.  Interactive spaced education versus web-based modules for teaching urology to medical students: a randomized controlled trial.  J Urol 2008; 179, 2351-2357.

(24)  Kerfoot BP, Armstrong EG, O’Sullivan PN.  Interactive spaced education to teach the physical examination: a randomized controlled trial. J Gen Intern Med. 2008; 23(7):973-8.
(25)  Kerfoot BP, Armstrong EG, O'Sullivan PN. Impact of item clustering on interactive spaced education. Medical Education 2008; 42: 1115–1116.

(26)  Kerfoot BP, Brotschi E. Online spaced education to teach urology to medical students: a multiinstitutional randomized trial. Amer J Surg 2009;197(1):89-95.

(27)  Matzie KA, Kerfoot BP, Hafler JP, Breen EM. Spaced education improves the feedback that surgical residents give to medical students: a randomized trial. Amer J Surg 2009: 197(2), 252-257.

(28)  Kerfoot BP. Learning benefits of online spaced education persist for two years. J Urol 2009; 181, 2671-2673.

(29)  Kerfoot BP, Kearney MC, Connelly D, Ritchey ML. Interactive spaced education to assess and improve knowledge of clinical practice guidelines: a randomized controlled trial. Ann Surg 2009;249: 744–749.

(30)  Kerfoot BP. Adaptive spaced education improves learning efficiency: a randomized, controlled trial. J Urol 2010; 183(2), 678-681.

(31)  Long, A, Kerfoot BP, Chopra S, Shaw T. Online spaced education to supplement live courses. Med Educ 2010; 44, 519-20.

(32)  Kerfoot BP, Fu Y, Baker H, Connelly D, Ritchey ML, Genega EM. Online spaced education generates transfer and improves long-term retention of diagnostic skills: a randomized, controlled trial. J Am Coll Surg. 2010 Sep;211(3):331-337

(33)  Kerfoot BP, Lawler EV, Sokolovskaya G, Gagnon D, Conlin PR. Durable improvements in prostate cancer screening from online spaced education a randomized controlled trial. Am J Prev Med 2010;39:472-8.

(34)  Kerfoot BP, Shaffer K, McMahon GT, Baker H, Kirdar J, Kanter S, Corbett EC Jr, Berkow R, Krupat E, Armstrong EG. Online "spaced education progress-testing" of students to confront two upcoming challenges to medical schools. Acad Med. 2011 Mar;86(3):300-6.

(35)  Shaw T, Long A, Chopra S, Kerfoot BP. Impact on clinical behavior of face-to-face continuing medical education blended with online spaced education: A randomized controlled trial. J Contin Educ Health Prof. 2011 Mar;31(2):103-8.

(36)  Kerfoot BP, Baker H, Connelly D, Joseph DB, Matson S, Ritchey ML. Do chief resident scores on the in-service examination predict their performance on the American Board of Urology qualifying examination? J Urol. 2011 Aug;186(2):634-7.

(37)  Kerfoot BP, Baker H. An online spaced-education game for global continuing medical education: a randomized trial. Annals of Surgery, in press (accepted for publication Sept 2011).

(38)  Kerfoot BP, Baker H. An online spaced-education game to teach and assess residents: a multi-institutional prospective trial. J American College Surgery, in press (accepted for publication Nov 2011).