Abstract:
:This paper presents perspectives and controversies surrounding the use of milestones to assess competency in outcomes-based medical education. Global perspectives (Canada, Europe, and the United States) and developments supporting their rationales are discussed. In Canada, there is a significant movement away from conceptualizing competency based on time, and a move toward demonstration of specific competencies. The success of this movement may require complex (rather than reductionist) milestones that reflect students' progression through complexity and context and a method to narrate their journey. European countries (United Kingdom, France, and Germany) have stressed the complexity associated with time and milestones for medical students to truly achieve competence. To meet the changing demands of medicine, they view time as actually providing students with knowledge and exposure to achieve various milestones. In the United States, milestones are based on sampling throughout professional development to initiate lifelong learning. However, the use of milestones may not imply overall competence (reductionism). Milestones must be developed alongside outcomes-based curriculum with use of faculty and competency committees. The perspectives outlined in this paper underscore emerging challenges for implementing outcomes-based medical education and call for new conceptualizations of competence.
journal_name
Med Teachjournal_title
Medical teacherauthors
Tekian A,Hodges BD,Roberts TE,Schuwirth L,Norcini Jdoi
10.3109/0142159X.2014.993954subject
Has Abstractpub_date
2015-04-01 00:00:00pages
399-402issue
4eissn
0142-159Xissn
1466-187Xjournal_volume
37pub_type
杂志文章相关文献
MEDICAL TEACHER文献大全abstract:BACKGROUND:The modified essay question (MEQ), featuring an evolving case scenario, tests a candidate's problem-solving and reasoning ability, rather than mere factual recall. Although it is traditionally conducted as a pen-and-paper examination, our university has run the MEQ using computer-based testing (CBT) since 20...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701691403
更新日期:2007-11-01 00:00:00
abstract:BACKGROUND:Attributes of effective precepting of pre-clerkship medical students in community settings are not adequately described. As part of preceptor needs assessment, we conducted site visits over three consecutive years. We also measured the preceptorships' educational quality, using students' post-rotation data, ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590802139765
更新日期:2009-03-01 00:00:00
abstract:INTRODUCTION:The move to competency-based medical education has created new challenges for medical teachers, including the need to reflect on and further develop their own competencies as teachers. Guidance is needed to ensure comprehensive and coherent programs of faculty development to meet the needs of teachers. ME...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1394998
更新日期:2018-01-01 00:00:00
abstract:BACKGROUND:The emergence of mobile computing could have an impact on how junior doctors learn. To exploit this opportunity it is essential to understand their information seeking process. AIM:To explore junior doctors' experiences of using medical knowledge sources on handheld computers. METHOD:Interviews with five S...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701507294
更新日期:2007-09-01 00:00:00
abstract:BACKGROUND:It is well recognised that marked inequalities in mortality and morbidity exist between populations particularly those in lower socio-economic groups, including Indigenous and some ethnic minorities. Academic medicine has not yet articulated a clear stance on reducing health inequity within communities. AIM...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590801948042
更新日期:2008-01-01 00:00:00
abstract::The first in a new series of short educational programmes covering a range of important topics in medical education. Each programme defines the topic, provides some background information, presents some practical tips, gives some theoretical underpinning where relevant, provides some further reading and suggests an ac...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/014215902201409911
更新日期:2002-05-01 00:00:00
abstract::Communication skills courses are considered expensive to run in terms of time, human resource and finance. This paper reports on the financial cost of designing, delivering and assessing a communication skills module delivered to fifth-year medical students. Costs are classified into three categories: personnel, stand...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590400005475
更新日期:2004-11-01 00:00:00
abstract::This commentary reflects on what the four research articles in this issue of Medical Teacher tell us about adaptive learning and how adaptive medical education research can be conducted. Adaptive medical education researchers must think disruptively and embrace nontraditional collaborations, research methods, and mean...
journal_title:Medical teacher
pub_type:
doi:10.1080/0142159X.2018.1490705
更新日期:2018-08-01 00:00:00
abstract:AIM:Many instruments for evaluating clinical teaching have been developed, albeit most in Western countries. This study aims to develop a validated cultural and local context sensitive instrument for clinical teachers in an East Asian setting (Japan), Japanese Clinical Teacher Evaluation Sheet (JaCTES). METHODS:A mult...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1324138
更新日期:2017-08-01 00:00:00
abstract::Actual changes in the context of real care along with their impact on current practice modes prompted the authors to develop a new instructional strategy, which aims to improve the diagnostic reasoning competence of medical undergraduates. In this strategy the use of visual representations is promoted. A diagnostic pa...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159031000137490
更新日期:2003-09-01 00:00:00
abstract::Peer-mentoring groups are purported to enhance faculty productivity and retention, but the literature about implementation is sparse. Nominal Group Sessions (n=5) with 66 faculty members in different tracks developed prioritized lists of unmet professional development needs and potential group activities. Common items...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.669084
更新日期:2012-01-01 00:00:00
abstract::This paper describes an innovative approach to teaching a traditional subject-physiology. There are no lectures, tutorials or practicals. All learning activities are undertaken in small groups, and the course is learner-centred and problem-orientated. Students are required to collect and record their own information a...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421597909019395
更新日期:1979-01-01 00:00:00
abstract:INTRODUCTION:The extent to which workplace-based assessment (WBA) can be used as a facilitator of change among trainee doctors has not been established; this is particularly important in the case of underperforming trainees. The aim of this review is to examine the use of WBA in identifying and remediating performance ...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.1080/0142159X.2016.1215413
更新日期:2016-12-01 00:00:00
abstract::This study compares medical graduates' experience in practical skills with a range of stakeholders' expectations. A questionnaire listing 58 practical skills was sent out to a group of graduating medical students. The medical students were asked to indicate their experience in each skill during medical school. A simil...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590120043017
更新日期:2001-07-01 00:00:00
abstract:BACKGROUND:Virtual patients (VPs) offer valuable alternative encounters when live patients with rare conditions, such as cranial nerve (CN) palsies, are unavailable; however, little is known regarding simulation and optimal social learning context. AIM:Compare learning outcomes and perspectives between students intera...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.3109/0142159X.2014.890702
更新日期:2014-06-01 00:00:00
abstract::Educators must select the best tools to teach anatomy to future physicians and traditionally, cadavers have always been considered the "gold standard" simulator for living anatomy. However, new advances in technology and radiology have created new teaching tools, such as virtual dissection, which provide students with...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2018.1451629
更新日期:2018-07-01 00:00:00
abstract::The assessment and treatment of the acutely ill patient is an essential part of the role of the pre-registration house officer, and research has demonstrated that management of such patients in the ward setting is often sub-optimal. However, this is an area which is difficult to teach at an undergraduate level, partic...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590600625130
更新日期:2006-06-01 00:00:00
abstract:INTRODUCTION:The ability to deliver the traditional apprenticeship method of teaching clinical skills is becoming increasingly more difficult as a result of greater demands in health care delivery, increasing student numbers and changing medical curricula. Serious consequences globally include: students not covering al...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421590903193588
更新日期:2009-12-01 00:00:00
abstract:BACKGROUND:Recent research indicates that university students are interested and active in supporting their learning by using Facebook, a popular social networking website. AIM:This study aimed to add to our understanding of how or how effectively students may be using Facebook for this purpose. METHOD:Researchers su...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2010.497826
更新日期:2010-01-01 00:00:00
abstract::The University Science Malaysia, Penang, the third medical school in Malaysia, is following an integrated curriculum. In this curriculum, the students are taught the subject of otolaryngology from the second year of their course unlike the traditional schools where they are taught in the fourth or fifth year. This pap...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421599109036758
更新日期:1991-01-01 00:00:00
abstract::The mission of medical schools underwent significant change in the post-Second World War period, which resulted in a de-evaluation of teaching, which in turn impacted on the type of assessment methods that emerged in the latter part of the twentieth century. Assessment based on direct observation did not receive the s...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590120036556
更新日期:2001-03-01 00:00:00
abstract::The need for high-quality teaching practices and general practitioners (GPs) skilled in teaching is ever increasing. The authors determined the quality of teaching in the Göttingen general practice teaching network with regard to equipment, student participation and GPs' motivation for teaching. A questionnaire was ma...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590600703283
更新日期:2006-05-01 00:00:00
abstract::Evaluation of undergraduate medical education programs is necessary to meet accreditation standards; however, implementation and maintenance of an adequate evaluation process is challenging. A curriculum evaluation committee (CEC) was established at the Penn State University College of Medicine in 2000 to complement t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.699113
更新日期:2012-01-01 00:00:00
abstract::Despite the many successes achieved by academic health centers and the significant attention paid to the importance of the impact of social determinants on health, a broader movement of the academic health center community to share best practices and standardize these efforts across institutions and communities has no...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.590249
更新日期:2011-01-01 00:00:00
abstract::Background: The International Federation of Medical Students' Associations (IFMSA) organizes over 15,000 international medical exchanges per year in over 100 countries. In the past, there was no standardized Pre-Departure Training (PDT) for participants. A PDT is important to protect patient safety and prepare student...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1641590
更新日期:2019-12-01 00:00:00
abstract::This descriptive study explored multicultural issues in medical education which should be included in the curricula of both the undergraduate and residency programs of the Faculty of Medicine, The University of Calgary. Face-to-face interviews were conducted with 21 male and female ethnic patients to determine their e...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421599309029015
更新日期:1993-01-01 00:00:00
abstract::Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students. Methods: This study was a randomized controll...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.1080/0142159X.2019.1617414
更新日期:2019-10-01 00:00:00
abstract:BACKGROUND:Producing a medical profession which is fit for the demands and expectations of society involves ensuring that practitioners learn what it means to behave in a 'professional' way. Codes of professional conduct have been developed for medical students in the UK, but the literature on how medical schools actua...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421591003698018
更新日期:2010-01-01 00:00:00
abstract:BACKGROUND:Checking diagnostic and management decisions can help reduce medical error, however, little literature explores how this is best taught. AIMS:To provide practical advice to direct teaching practices. METHODS:The authors conducted a literature review using Medline and PsychInfo using search terms: check or ...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.3109/0142159X.2013.847910
更新日期:2014-02-01 00:00:00
abstract:BACKGROUND:In problem-based learning (PBL), high-quality discussions are crucial for student learning. The quality of the discussion is affected by the quality of the contributions students make during PBL tutorials. AIM:This study investigated whether students are able to evaluate the activities of their peers in PBL...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2010.509766
更新日期:2011-01-01 00:00:00