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Blended programmatic assessment for competency-based curricula: Is it the way forward?.

Journal of postgraduate medicine

Iyer PB.
PMID: 33565470
J Postgrad Med. 2021 Jan-Mar;67(1):4-5. doi: 10.4103/jpgm.JPGM_1378_20.

No abstract available.

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Iyer PB. Blended programmatic assessment for competency-based curricula: Is it the way forward?. J Postgrad Med. 2021;67(1):4-5doi: 10.4103/jpgm.JPGM_1378_20.
Iyer, P. B. (2021). Blended programmatic assessment for competency-based curricula: Is it the way forward?. Journal of postgraduate medicine, 67(1), 4-5. https://doi.org/10.4103/jpgm.JPGM_1378_20
Iyer, P B. "Blended programmatic assessment for competency-based curricula: Is it the way forward?." Journal of postgraduate medicine vol. 67,1 (2021): 4-5. doi: https://doi.org/10.4103/jpgm.JPGM_1378_20
Iyer PB. Blended programmatic assessment for competency-based curricula: Is it the way forward?. J Postgrad Med. 2021 Jan-Mar;67(1):4-5. doi: 10.4103/jpgm.JPGM_1378_20. PMID: 33565470; PMCID: PMC8098881.
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Introduction to the Milestones 2.0: Assessment, Implementation, and Clinical Competency Committees Supplement.

Journal of graduate medical education

Andolsek KM, Jones MD, Ibrahim H, Edgar L.
PMID: 33936527
J Grad Med Educ. 2021 Apr;13(2):1-4. doi: 10.4300/JGME-D-21-00298.1. Epub 2021 Apr 23.

No abstract available.

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Andolsek KM, Jones MD, Ibrahim H, et al. Introduction to the Milestones 2.0: Assessment, Implementation, and Clinical Competency Committees Supplement. J Grad Med Educ. 2021;13(2):1-4doi: 10.4300/JGME-D-21-00298.1.
Andolsek, K. M., Jones, M. D., Ibrahim, H., & Edgar, L. (2021). Introduction to the Milestones 2.0: Assessment, Implementation, and Clinical Competency Committees Supplement. Journal of graduate medical education, 13(2), 1-4. https://doi.org/10.4300/JGME-D-21-00298.1
Andolsek, Kathryn M, et al. "Introduction to the Milestones 2.0: Assessment, Implementation, and Clinical Competency Committees Supplement." Journal of graduate medical education vol. 13,2 (2021): 1-4. doi: https://doi.org/10.4300/JGME-D-21-00298.1
Andolsek KM, Jones MD, Ibrahim H, Edgar L. Introduction to the Milestones 2.0: Assessment, Implementation, and Clinical Competency Committees Supplement. J Grad Med Educ. 2021 Apr;13(2):1-4. doi: 10.4300/JGME-D-21-00298.1. Epub 2021 Apr 23. PMID: 33936527; PMCID: PMC8078078.
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Creating a High-Quality Faculty Orientation and Ongoing Member Development Curriculum for the Clinical Competency Committee.

Journal of graduate medical education

Turner J, Wimberly Y, Andolsek KM.
PMID: 33936535
J Grad Med Educ. 2021 Apr;13(2):65-69. doi: 10.4300/JGME-D-20-00996.1. Epub 2021 Apr 23.

No abstract available.

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Turner J, Wimberly Y, Andolsek KM. Creating a High-Quality Faculty Orientation and Ongoing Member Development Curriculum for the Clinical Competency Committee. J Grad Med Educ. 2021;13(2):65-69doi: 10.4300/JGME-D-20-00996.1.
Turner, J., Wimberly, Y., & Andolsek, K. M. (2021). Creating a High-Quality Faculty Orientation and Ongoing Member Development Curriculum for the Clinical Competency Committee. Journal of graduate medical education, 13(2), 65-69. https://doi.org/10.4300/JGME-D-20-00996.1
Turner, Jacquelyn, et al. "Creating a High-Quality Faculty Orientation and Ongoing Member Development Curriculum for the Clinical Competency Committee." Journal of graduate medical education vol. 13,2 (2021): 65-69. doi: https://doi.org/10.4300/JGME-D-20-00996.1
Turner J, Wimberly Y, Andolsek KM. Creating a High-Quality Faculty Orientation and Ongoing Member Development Curriculum for the Clinical Competency Committee. J Grad Med Educ. 2021 Apr;13(2):65-69. doi: 10.4300/JGME-D-20-00996.1. Epub 2021 Apr 23. PMID: 33936535; PMCID: PMC8078085.
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The Importance of Competency-Based Programmatic Assessment in Graduate Medical Education.

Journal of graduate medical education

Misra S, Iobst WF, Hauer KE, Holmboe ES.
PMID: 33936544
J Grad Med Educ. 2021 Apr;13(2):113-119. doi: 10.4300/JGME-D-20-00856.1. Epub 2021 Apr 23.

No abstract available.

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Misra S, Iobst WF, Hauer KE, et al. The Importance of Competency-Based Programmatic Assessment in Graduate Medical Education. J Grad Med Educ. 2021;13(2):113-119doi: 10.4300/JGME-D-20-00856.1.
Misra, S., Iobst, W. F., Hauer, K. E., & Holmboe, E. S. (2021). The Importance of Competency-Based Programmatic Assessment in Graduate Medical Education. Journal of graduate medical education, 13(2), 113-119. https://doi.org/10.4300/JGME-D-20-00856.1
Misra, Saroj, et al. "The Importance of Competency-Based Programmatic Assessment in Graduate Medical Education." Journal of graduate medical education vol. 13,2 (2021): 113-119. doi: https://doi.org/10.4300/JGME-D-20-00856.1
Misra S, Iobst WF, Hauer KE, Holmboe ES. The Importance of Competency-Based Programmatic Assessment in Graduate Medical Education. J Grad Med Educ. 2021 Apr;13(2):113-119. doi: 10.4300/JGME-D-20-00856.1. Epub 2021 Apr 23. PMID: 33936544; PMCID: PMC8078068.
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The recommended description of an entrustable professional activity: AMEE Guide No. 140.

Medical teacher

Ten Cate O, Taylor DR.
PMID: 33167763
Med Teach. 2021 Oct;43(10):1106-1114. doi: 10.1080/0142159X.2020.1838465. Epub 2020 Nov 09.

Entrustable professional activities (EPAs) have received much attention in the literature since they were first proposed in 2005. Useful guidelines, workshops, courses, and conferences have supported faculty in developing programs and designing assessment procedures using EPAs and entrustment decision-making....

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Ten Cate O, Taylor DR. The recommended description of an entrustable professional activity: AMEE Guide No. 140. Med Teach. 2020;43(10):1106-1114doi: 10.1080/0142159X.2020.1838465.
Ten Cate, O., & Taylor, D. R. (2021). The recommended description of an entrustable professional activity: AMEE Guide No. 140. Medical teacher, 43(10), 1106-1114. https://doi.org/10.1080/0142159X.2020.1838465
Ten Cate, Olle, and Taylor, David R. "The recommended description of an entrustable professional activity: AMEE Guide No. 140." Medical teacher vol. 43,10 (2021): 1106-1114. doi: https://doi.org/10.1080/0142159X.2020.1838465
Ten Cate O, Taylor DR. The recommended description of an entrustable professional activity: AMEE Guide No. 140. Med Teach. 2021 Oct;43(10):1106-1114. doi: 10.1080/0142159X.2020.1838465. Epub 2020 Nov 09. PMID: 33167763.
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An update on current EPAs in graduate medical education: A scoping review.

Medical education online

Liu L, Jiang Z, Qi X, Xie A, Wu H, Cheng H, Wang W, Li H.
PMID: 34569433
Med Educ Online. 2021 Dec;26(1):1981198. doi: 10.1080/10872981.2021.1981198.

The purpose of this scoping review is to update the recent progress of EPAs research in GME, focusing on the topical concern of EPAs effectiveness, and to provide a reference for medical researchers in countries/regions interested in introducing EPAs....

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Liu L, Jiang Z, Qi X, et al. An update on current EPAs in graduate medical education: A scoping review. Med Educ Online. 2021;26(1):1981198doi: 10.1080/10872981.2021.1981198.
Liu, L., Jiang, Z., Qi, X., Xie, A., Wu, H., Cheng, H., Wang, W., & Li, H. (2021). An update on current EPAs in graduate medical education: A scoping review. Medical education online, 26(1), 1981198. https://doi.org/10.1080/10872981.2021.1981198
Liu, Lu, et al. "An update on current EPAs in graduate medical education: A scoping review." Medical education online vol. 26,1 (2021): 1981198. doi: https://doi.org/10.1080/10872981.2021.1981198
Liu L, Jiang Z, Qi X, Xie A, Wu H, Cheng H, Wang W, Li H. An update on current EPAs in graduate medical education: A scoping review. Med Educ Online. 2021 Dec;26(1):1981198. doi: 10.1080/10872981.2021.1981198. PMID: 34569433; PMCID: PMC8477952.
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The Transformational Path Ahead: Competency-Based Medical Education in Family Medicine.

Family medicine

Holmboe ES.
PMID: 34000051
Fam Med. 2021 Jul 07;53(7):583-589. doi: 10.22454/FamMed.2021.296914. Epub 2021 May 17.

Competency-based medical education (CBME) is an outcomes-based approach that has taken root in residency training nationally and internationally. CBME explicitly places the patient, family, and community at the center of training with the primary goals of concomitantly improving both...

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Holmboe ES. The Transformational Path Ahead: Competency-Based Medical Education in Family Medicine. Fam Med. 2021;53(7):583-589doi: 10.22454/FamMed.2021.296914.
Holmboe, E. S. (2021). The Transformational Path Ahead: Competency-Based Medical Education in Family Medicine. Family medicine, 53(7), 583-589. https://doi.org/10.22454/FamMed.2021.296914
Holmboe, Eric S. "The Transformational Path Ahead: Competency-Based Medical Education in Family Medicine." Family medicine vol. 53,7 (2021): 583-589. doi: https://doi.org/10.22454/FamMed.2021.296914
Holmboe ES. The Transformational Path Ahead: Competency-Based Medical Education in Family Medicine. Fam Med. 2021 Jul 07;53(7):583-589. doi: 10.22454/FamMed.2021.296914. Epub 2021 May 17. PMID: 34000051.
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Learner Levels of Supervision Across the Continuum of Pediatrics Training.

Academic medicine : journal of the Association of American Medical Colleges

Schwartz A, Borman-Shoap E, Carraccio C, Herman B, Hobday PM, Kaul P, Long M, O'Connor M, Mink R, Schumacher DJ, Turner DA, West DC.
PMID: 34183601
Acad Med. 2021 Jul 01;96(7):S42-S49. doi: 10.1097/ACM.0000000000004095.

PURPOSE: To describe trajectories in level of supervision ratings for linked entrustable professional activities (EPAs) among pediatric learners in medical school, residency, fellowship.METHOD: The authors performed secondary analyses of 3 linked datasets of level of supervision ratings for the...

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Schwartz A, Borman-Shoap E, Carraccio C, et al. Learner Levels of Supervision Across the Continuum of Pediatrics Training. Acad Med. 2021;96(7):S42-S49doi: 10.1097/ACM.0000000000004095.
Schwartz, A., Borman-Shoap, E., Carraccio, C., Herman, B., Hobday, P. M., Kaul, P., Long, M., O'Connor, M., Mink, R., Schumacher, D. J., Turner, D. A., & West, D. C. (2021). Learner Levels of Supervision Across the Continuum of Pediatrics Training. Academic medicine : journal of the Association of American Medical Colleges, 96(7), S42-S49. https://doi.org/10.1097/ACM.0000000000004095
Schwartz, Alan, et al. "Learner Levels of Supervision Across the Continuum of Pediatrics Training." Academic medicine : journal of the Association of American Medical Colleges vol. 96,7 (2021): S42-S49. doi: https://doi.org/10.1097/ACM.0000000000004095
Schwartz A, Borman-Shoap E, Carraccio C, Herman B, Hobday PM, Kaul P, Long M, O'Connor M, Mink R, Schumacher DJ, Turner DA, West DC. Learner Levels of Supervision Across the Continuum of Pediatrics Training. Acad Med. 2021 Jul 01;96(7):S42-S49. doi: 10.1097/ACM.0000000000004095. PMID: 34183601.
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Constructing a Validity Map for a Workplace-Based Assessment System: Cross-Walking Messick and Kane.

Academic medicine : journal of the Association of American Medical Colleges

Kinnear B, Kelleher M, May B, Sall D, Schauer DP, Schumacher DJ, Warm EJ.
PMID: 34183604
Acad Med. 2021 Jul 01;96(7):S64-S69. doi: 10.1097/ACM.0000000000004112.

PROBLEM: Health professions education has shifted to a competency-based paradigm in which many programs rely heavily on workplace-based assessment (WBA) to produce data for summative decisions about learners. However, WBAs are complex and require validity evidence beyond psychometric analysis....

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Kinnear B, Kelleher M, May B, et al. Constructing a Validity Map for a Workplace-Based Assessment System: Cross-Walking Messick and Kane. Acad Med. 2021;96(7):S64-S69doi: 10.1097/ACM.0000000000004112.
Kinnear, B., Kelleher, M., May, B., Sall, D., Schauer, D. P., Schumacher, D. J., & Warm, E. J. (2021). Constructing a Validity Map for a Workplace-Based Assessment System: Cross-Walking Messick and Kane. Academic medicine : journal of the Association of American Medical Colleges, 96(7), S64-S69. https://doi.org/10.1097/ACM.0000000000004112
Kinnear, Benjamin, et al. "Constructing a Validity Map for a Workplace-Based Assessment System: Cross-Walking Messick and Kane." Academic medicine : journal of the Association of American Medical Colleges vol. 96,7 (2021): S64-S69. doi: https://doi.org/10.1097/ACM.0000000000004112
Kinnear B, Kelleher M, May B, Sall D, Schauer DP, Schumacher DJ, Warm EJ. Constructing a Validity Map for a Workplace-Based Assessment System: Cross-Walking Messick and Kane. Acad Med. 2021 Jul 01;96(7):S64-S69. doi: 10.1097/ACM.0000000000004112. PMID: 34183604.
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Validity evidence for an OSCE to assess competency in systems-based practice and practice-based learning and improvement: a preliminary investigation.

Academic medicine : journal of the Association of American Medical Colleges

Varkey P, Natt N, Lesnick T, Downing S, Yudkowsky R.
PMID: 18667895
Acad Med. 2008 Aug;83(8):775-80. doi: 10.1097/ACM.0b013e31817ec873.

PURPOSE: To determine the psychometric properties and validity of an OSCE to assess the competencies of Practice-Based Learning and Improvement (PBLI) and Systems-Based Practice (SBP) in graduate medical education.METHOD: An eight-station OSCE was piloted at the end of a...

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Varkey P, Natt N, Lesnick T, et al. Validity evidence for an OSCE to assess competency in systems-based practice and practice-based learning and improvement: a preliminary investigation. Acad Med. 2008;83(8):775-80doi: 10.1097/ACM.0b013e31817ec873.
Varkey, P., Natt, N., Lesnick, T., Downing, S., & Yudkowsky, R. (2008). Validity evidence for an OSCE to assess competency in systems-based practice and practice-based learning and improvement: a preliminary investigation. Academic medicine : journal of the Association of American Medical Colleges, 83(8), 775-80. https://doi.org/10.1097/ACM.0b013e31817ec873
Varkey, Prathibha, et al. "Validity evidence for an OSCE to assess competency in systems-based practice and practice-based learning and improvement: a preliminary investigation." Academic medicine : journal of the Association of American Medical Colleges vol. 83,8 (2008): 775-80. doi: https://doi.org/10.1097/ACM.0b013e31817ec873
Varkey P, Natt N, Lesnick T, Downing S, Yudkowsky R. Validity evidence for an OSCE to assess competency in systems-based practice and practice-based learning and improvement: a preliminary investigation. Acad Med. 2008 Aug;83(8):775-80. doi: 10.1097/ACM.0b013e31817ec873. PMID: 18667895.
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Entrustable professional activities framework for assessment of patient handoffs in dentistry.

Journal of dental education

Ramaswamy V, Munz SM, Nalliah R, Fitzgerald M, Dragan IF, Karimbux N, Shin K, Danciu TE.
PMID: 34554573
J Dent Educ. 2022 Jan;86(1):88-97. doi: 10.1002/jdd.12787. Epub 2021 Sep 23.

PURPOSE/OBJECTIVES: The aim of this study is to report data on the lack of a proper patient handoff system in dentistry and dental education and to present a possible solution to integrate this into curriculum using the "entrustable professional...

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Ramaswamy V, Munz SM, Nalliah R, et al. Entrustable professional activities framework for assessment of patient handoffs in dentistry. J Dent Educ. 2021;86(1):88-97doi: 10.1002/jdd.12787.
Ramaswamy, V., Munz, S. M., Nalliah, R., Fitzgerald, M., Dragan, I. F., Karimbux, N., Shin, K., & Danciu, T. E. (2022). Entrustable professional activities framework for assessment of patient handoffs in dentistry. Journal of dental education, 86(1), 88-97. https://doi.org/10.1002/jdd.12787
Ramaswamy, Vidya, et al. "Entrustable professional activities framework for assessment of patient handoffs in dentistry." Journal of dental education vol. 86,1 (2022): 88-97. doi: https://doi.org/10.1002/jdd.12787
Ramaswamy V, Munz SM, Nalliah R, Fitzgerald M, Dragan IF, Karimbux N, Shin K, Danciu TE. Entrustable professional activities framework for assessment of patient handoffs in dentistry. J Dent Educ. 2022 Jan;86(1):88-97. doi: 10.1002/jdd.12787. Epub 2021 Sep 23. PMID: 34554573.
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Longitudinal Reliability of Milestones-Based Learning Trajectories in Family Medicine Residents.

JAMA network open

Park YS, Hamstra SJ, Yamazaki K, Holmboe E.
PMID: 34874406
JAMA Netw Open. 2021 Dec 01;4(12):e2137179. doi: 10.1001/jamanetworkopen.2021.37179.

IMPORTANCE: Longitudinal Milestones data reported to the Accreditation Council for Graduate Medical Education (ACGME) can be used to measure the developmental and educational progression of learners. Learning trajectories illustrate the pattern and rate at which learners acquire competencies toward...

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Park YS, Hamstra SJ, Yamazaki K, et al. Longitudinal Reliability of Milestones-Based Learning Trajectories in Family Medicine Residents. JAMA Netw Open. 2021;4(12):e2137179doi: 10.1001/jamanetworkopen.2021.37179.
Park, Y. S., Hamstra, S. J., Yamazaki, K., & Holmboe, E. (2021). Longitudinal Reliability of Milestones-Based Learning Trajectories in Family Medicine Residents. JAMA network open, 4(12), e2137179. https://doi.org/10.1001/jamanetworkopen.2021.37179
Park, Yoon Soo, et al. "Longitudinal Reliability of Milestones-Based Learning Trajectories in Family Medicine Residents." JAMA network open vol. 4,12 (2021): e2137179. doi: https://doi.org/10.1001/jamanetworkopen.2021.37179
Park YS, Hamstra SJ, Yamazaki K, Holmboe E. Longitudinal Reliability of Milestones-Based Learning Trajectories in Family Medicine Residents. JAMA Netw Open. 2021 Dec 01;4(12):e2137179. doi: 10.1001/jamanetworkopen.2021.37179. PMID: 34874406; PMCID: PMC8652607.
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Showing 4333 to 804 of 804 entries