The residency review committee of the Accreditation Council of Graduate Medical Education (ACGME) collects data on resident exam volume and sets minimum requirements. However, this data is not made readily available, and the ACGME does not share their tools or methodology. It is therefore difficult to assess the integrity of
In UK medical schools, five-option single-best answer (SBA) questions are the most widely accepted format of summative knowledge assessment. However, writing SBA questions with four effective incorrect options is difficult and time consuming, and consequently, many SBAs contain a high frequency of implausible distractors. Previous research has suggested that fewer
Over the weekend I came across an interesting article in the latest Alliance Almanac, "Defining Participants and Learners in CME: Standardizing Language for Online Activity Reporting." Access to this article is limited to Alliance members, but in a nutshell, here is the take-away:
Showing the overall number of people who engaged in our
online CME activities,
Medical education research is thriving. In recent decades, numbers of journals and publications have increased enormously, as have the number and size of medical education meetings around the world. The aim of this paper is to shed some light on the origins of this success. My central argument is that
Many research questions posed by medical educators could be answered more effectively by the application of carefully selected qualitative research design than traditional quantitative research methods. Indeed, in many cases using mixed methods research would expand the scope of a study and yield meaningful qualitative data in addition to quantitative
Web-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning.
To explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course.
Students were given unrestricted and optional access to quizzes. Performance on quizzed and non-quizzed materials
This presentation was conducted on April 8th 2015 as part of the Spring 2015 CMEPalooza. To access the other 8th session that took place that day, please visit the CMEpalooza spring webpage.
In the formative days of continuing education (CE), when “producing” content was a specialized competency, educational planners had
In the formative days of continuing education (CE), when “producing” content was a specialized competency, educational planners had little choice but to develop content, package it into slides or a monograph or a video, and then sit back and hope it had the impact that was intended. But times have
First up this week in our “5 Minutes With…” series is Brian McGowan, PhD, Chief Learning Officer & Co-Founder at ArcheMedX, Inc. ArcheMedX is one of our gold-level sponsors, and they are sponsoring the lunchtime panel session Brian has put together on Data-Driven and Agile Educational Design: Ensuring Your Courses Intelligently Evolve.
Why You Should Use Learning Analytics To Improve Content Authoring
As technology progresses, today’s learners expect more than ‘click next’ e-learning. With more options than ever before available to instructional designers and authoring tools boasting increasingly advanced capabilities, we are able to create our most sophisticated, effective e-learning content yet. With a growing