Tag : competency

ABSTRACT: Entrustable professional activities (EPAs) for teachers in medical education: Has the time come?

On a daily basis, patients put their trust in the healthcare system for safe and high-quality healthcare. However, what evidence do we have as an educational community that our supervising faculty members are competent to fulfill this responsibility? Few, if any, requirements exist for faculty members to have continuous professional

MANUSCRIPT: eLearning to facilitate the education and implementation of the Chelsea Critical Care Physical Assessment

OBJECTIVE: To evaluate the efficacy of eLearning in the widespread standardised teaching, distribution and implementation of the Chelsea Critical Care Physical Assessment (CPAx) tool-a validated tool to assess physical function in critically ill patients. DESIGN: Prospective educational study. An eLearning module was developed through a conceptual framework, using the four-stage technique for skills

Innovative Comparative Research in Continuing Education Demonstrates Nearly Four-Times Greater Changes in Knowledge and Competence

AcademicCME and ArcheMedX, in collaboration with the Postgraduate Institute for Medicine (PIM), completed a head-to-head trial finding that clinician learners participating in education powered by the ArcheViewer had greater improvement in learning and competency than those participating in traditional online learning. CHARLOTTESVILLE, VA (PRWEB) SEPTEMBER 02, 2015 ArcheMedX announced today, in collaboration
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ABSTRACT: From Flexner to competencies: reflections on a decade and the journey ahead

This article is a sequel to one published in 2002 only a few years after the initiation of the shift to competency-based medical education (CBME). The authors reflect on the major forces that have influenced the movement and tipped the balance toward widespread adoption of CBME in the United States,

ABSTRACT: Toward a common taxonomy of competency domains for the health professions and competencies for physicians

Although health professions worldwide are shifting to competency-based education, no common taxonomy for domains of competence and specific competencies currently exists. In this article, the authors describe their work to (1) identify domains of competence that could accommodate any health care profession and (2) extract a common set of competencies

ABSTRACT: Cultural competence education for practicing physicians: lessons in cultural humility, nonjudgmental behaviors, and health beliefs elicitation.

INTRODUCTION: Although numerous studies have examined cultural competence training, debate still exists about efficacious approaches to this training. Furthermore, little focus has been placed on training and evaluating practicing physicians. METHODS: A skills-based course on culturally competent diabetes care was developed and subsequently tested in a controlled trial of primary physicians caring for

ABSTRACT: From Flexner to Competencies: Reflections on a Decade and the Journey Ahead

This article is a sequel to one published in 2002 only a few years after the initiation of the shift to competency-based medical education (CBME). The authors reflect on the major forces that have influenced the movement and tipped the balance toward widespread adoption of CBME in the United States,

ABSTRACT: Toward a Common Taxonomy of Competency Domains for the Health Professions and Competencies for Physicians.

Although health professions worldwide are shifting to competency-based education, no common taxonomy for domains of competence and specific competencies currently exists. In this article, the authors describe their work to (1) identify domains of competence that could accommodate any health care profession and (2) extract a common set of competencies

ABSTRACT: How Do Medical Students Navigate the Interplay of Explicit Curricula, Implicit Curricula, and Extracurricula to Learn Curricular Objectives?

PURPOSE: Current focus in medical education on competencies and curricular objectives draws attention to boundaries rather than the openness inherent in the learning process. This qualitative study explored the tension between boundedness (mandated curricular objectives) and openness (variability in learning experience as students traverse the explicit, implicit, and extracurriculum) in the

MANUSCRIPT: The effect of implementing undergraduate competency-based medical education on students’ knowledge acquisition, clinical performance and perceived preparedness for practice: a comparative study.

BACKGROUND:Little is known about the gains and losses associated with the implementation of undergraduate competency-based medical education. Therefore, we compared knowledge acquisition, clinical performance and perceived preparedness for practice of students from a competency-based active learning (CBAL) curriculum and a prior active learning (AL) curriculum.METHODS:We included two cohorts of both