Programmatic assessment of competency-based workplace learning: when theory meets practice. - Wikidata - awgldk - TriplyDB

Programmatic assessment of competency-based workplace learning: when theory meets practice.

Programmatic assessment of competency-based workplace learning: when theory meets practice.

http://www.wikidata.org/entity/Q37364022

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Guidelines: the do's, don'ts and don't knows of feedback for clinical education.A Call for an Integrated Program of Assessment.Evaluation of a teaching strategy based on integration of clinical subjects, virtual autopsy, pathology museum, and digital microscopy for medical students Theory in practice instead of theory versus practice--curricular design for task-based learning within a competency oriented curriculum.Changing the culture of assessment: the dominance of the summative assessment paradigm.Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings.Portfolio as a tool to evaluate clinical competences of traumatology in medical students Profiling postgraduate workplace-based assessment implementation in Ireland: a retrospective cohort study.'Playing the game': How do surgical trainees seek feedback using workplace-based assessment?A BEME (Best Evidence in Medical Education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME Guide No. 43.Factors influencing students' receptivity to formative feedback emerging from different assessment cultures.Competency-based veterinary education: an integrative approach to learning and assessment in the clinical workplace.Analysis of dental students' written peer feedback from a prospective peer assessment protocol.The impact of programmatic assessment on student learning: theory versus practice.Feedback-giving behaviour in performance evaluations during clinical clerkships.Am I ready for it? Students' perceptions of meaningful feedback on entrustable professional activities.Defining Uniform Processes for Remediation, Probation and Termination in Residency Training Workplace-Based Assessment and Assessment for Learning: Threats to Validity.Searching for a written patient feedback instrument for patient-medical student consultations.Guidelines: The do's, don'ts and don't knows of direct observation of clinical skills in medical education.12 Tips for programmatic assessment.Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour.A practical approach to programmatic assessment design.Work-based Assessment and Co-production in Postgraduate Medical Training.The challenge of changing to an assessment for learning culture.Designing programmes of assessment: A participatory approach.Students' motivation toward feedback-seeking in the clinical workplace.Perceptions of purpose, value, and process of the mini-Clinical Evaluation Exercise in anesthesia training.Beyond "formative": assessments to enrich student learning.Adolescent narrative comments in assessing medical students.Programmatic Assessment in Emergency Medicine: Implementation of Best Practices.Is the learning value of workplace-based assessment being realised? A qualitative study of trainer and trainee perceptions and experiences.Implementing competency-based medical education: What changes in curricular structure and processes are needed?Medical education research: a vibrant community of research and education practice.Programmatic assessment of level 1 milestones in incoming interns.Stakes in the eye of the beholder: an international study of learners' perceptions within programmatic assessment.Deconstructing programmatic assessment.Does it matter who writes down the feedback? A comparison of teacher- vs. student-completed clinical encounter cards during clinical rotations in veterinary studies.When to trust our learners? Clinical teachers' perceptions of decision variables in the entrustment process.McMaster Modular Assessment Program (McMAP) Through the Years: Residents' Experience With an Evolving Feedback Culture Over a 3-year Period

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Programmatic assessment of competency-based workplace learning: when theory meets practice.

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bilimsel makale

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scientific article published on 11 September 2013

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Cees P M van der Vleuten

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Debbie A D C Jaarsma

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Harold Brommer

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Harold G J Bok

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Jan C M Haarhuis

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Lars F H Theyse

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Nancy J Rietbroek

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Peter van Beukelen

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Robert P Favier

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P2860

A new framework for designing programmes of assessment

Defining and assessing professional competence.

Shifting paradigms: from Flexner to competencies.

Qualitative methods in research on healthcare quality.

Portfolios in medical education: why do they meet with mixed success? A systematic review.

Workplace-based assessment as an educational tool: AMEE Guide No. 31.

Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review.

Competency-based medical education: theory to practice.

Peer teaching in medical education: twelve reasons to move from theory to practice.

A closer look at cueing effects in multiple-choice questions.

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