Sarah Hobgood
Research Subjects
Research Interests
Sarah Hobgood has a total of 10 co-authors. Here are the top co-authors by number of shared publications:
- Adam M. Garber
Virginia Commonwealth University School of Medicine, 1250 E. Marshall St PO 980401, Richmond, VA 23298 USA
1 shared publication - Christina M. Vitto
Virginia Commonwealth University, Richmond, USA
1 shared publication - Janina Pearce
Department of Obstetrics and Gynecology, Women & Infants Hospital/Brown University , Providence, RI
1 shared publication - Joel Moll
Department of Emergency Medicine Virginia Commonwealth University School of Medicine Richmond Virginia USA
1 shared publication - Luan Lawson
Department of Emergency Medicine and Office of Medical Education, Virginia Commonwealth University School of Medicine , Richmond, VA
1 shared publication - Melissa Bradner
Department of Family Medicine, Virginia Commonwealth University , Richmond, VA
1 shared publication
Latest Publications
- 20 April 2026
- Published by Oxford University Press (OUP) in Academic Medicine
Navigating challenges in competency-based graduation: accelerating medical training while ensuring rigor and readiness for residency
Problem: Accelerated pathway programs graduate students in 3, rather than 4, years. While these programs help address physician workforce shortage and student debt, they have not implemented rigorous assessment frameworks aligned with Competency-Based Medical Education (CBME) training to ensure students are ready to graduate 1 year early. This report describes an accelerated pathway program using a CBME framework to transition students into graduate medical education programs when they are deemed competent. Approach: Starting in 2018, the Virginia Commonwealth University School of Medicine (VCU-SOM) developed an accelerated and competency-based graduation (CBG) program focusing on competency as the standard for graduation. Students apply to the CBG program in their second year, with selection based on academic performance, program commitment, and mutual interest with the affiliated residency. Except for reduced post-clerkship elective time, students complete the same curriculum as non-CBG peers. Progress during the clinical year is evaluated by the CBG Clinical Competency Committee (CCC) to ensure students meet required milestones for advancement and eligibility for accelerated graduation. Outcomes: As of 2024, 20/33 (61%) CBG students graduated in 3 years, while the remainder (13/33; 39%) transitioned back to the standard program. CCC analysis showed increasing competency ratings, with nearly 100% achieving “competent” or “on track” in core domains. Some assessment areas showed lower competency, identifying targets for improvement. Program directors report that all CBG graduates are progressing appropriately through residency milestones, with no significant concerns about performance or burnout. Next Steps: The CBG program offers a competency-based, time-variable pathway (CBTV) from medical school to residency, utilizing a CCC and designed to support both early and traditional progression based on achievement of competency. Future steps include adapting to the removal of Step 1 scores as a selection tool, ensuring adequate Entrustable Professional Activities (EPA) data for decision-making, and expanding participation across additional specialties.
- 20 April 2026
- Published by Oxford University Press (OUP) in Academic Medicine
Navigating challenges in competency-based graduation: accelerating medical training while ensuring rigor and readiness for residency
Problem: Accelerated pathway programs graduate students in 3, rather than 4, years. While these programs help address physician workforce shortage and student debt, they have not implemented rigorous assessment frameworks aligned with Competency-Based Medical Education (CBME) training to ensure students are ready to graduate 1 year early. This report describes an accelerated pathway program using a CBME framework to transition students into graduate medical education programs when they are deemed competent. Approach: Starting in 2018, the Virginia Commonwealth University School of Medicine (VCU-SOM) developed an accelerated and competency-based graduation (CBG) program focusing on competency as the standard for graduation. Students apply to the CBG program in their second year, with selection based on academic performance, program commitment, and mutual interest with the affiliated residency. Except for reduced post-clerkship elective time, students complete the same curriculum as non-CBG peers. Progress during the clinical year is evaluated by the CBG Clinical Competency Committee (CCC) to ensure students meet required milestones for advancement and eligibility for accelerated graduation. Outcomes: As of 2024, 20/33 (61%) CBG students graduated in 3 years, while the remainder (13/33; 39%) transitioned back to the standard program. CCC analysis showed increasing competency ratings, with nearly 100% achieving “competent” or “on track” in core domains. Some assessment areas showed lower competency, identifying targets for improvement. Program directors report that all CBG graduates are progressing appropriately through residency milestones, with no significant concerns about performance or burnout. Next Steps: The CBG program offers a competency-based, time-variable pathway (CBTV) from medical school to residency, utilizing a CCC and designed to support both early and traditional progression based on achievement of competency. Future steps include adapting to the removal of Step 1 scores as a selection tool, ensuring adequate Entrustable Professional Activities (EPA) data for decision-making, and expanding participation across additional specialties.