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Toward a research agenda for competency-based medical education.The rationale for and use of assessment frameworks: improving assessment and reporting quality in medical education.Factors Associated with the Competencies of Public Health Workers in Township Hospitals: A Cross-Sectional Survey in Chongqing Municipality, China.Competence-based education misses the essence of the medical professionCompetency-based education, entrustable professional activities, and the power of language.A Milestone in the Milestones Movement: the JGME Milestones SupplementCollaboration, cooperation, communication, contact and competenciesEssential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries.Using the Entrustable Professional Activities Framework in the Assessment of Procedural Skills.Do OSCE progress test scores predict performance in a national high-stakes examination?An identity crisis: the need for core competencies in undergraduate medical education.Progress testing: is there a role for the OSCE?"Staying in the Game": How Procedural Variation Shapes Competence Judgments in Surgical Education.Setting the standard: Medical Education's first 50 years.Is Performance-Based Progress Testing in Psychiatry Feasible?A single competency-based education and training and competency-based career framework for the Australian health workforce: discussing the potential value add.The effects of strength-based versus deficit-based self-regulated learning strategies on students' effort intentions.Putting performance in context: the perceived influence of environmental factors on work-based performance.A national evaluation of workplace-based assessment tools (WPBAs) in foundation dental training: a UK study. Effective and useful but do they provide an equitable training experience?Assessment of student competency in a simulated speech-language pathology clinical placement.CanMEDS and other "competency and outcome-based approaches" in medical education: clarifying the ongoing ambiguity.Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE GUIDE No. 103.Purposeful assessment.Competency-based medical education: the discourse of infallibility.What Is a Rheumatologist and How Do We Make One?International consensus statement on the assessment of interprofessional learning outcomes.Neuropathology training worldwide-evolution and comparisons.Choosing entrustable professional activities for neonatology: a Delphi study.Development and alignment of undergraduate medical curricula in a web-based, dynamic Learning Opportunities, Objectives and Outcome Platform (LOOOP).The effects of graduate competency-based education and mastery learning on patient care and return on investment: a narrative review of basic anesthetic procedures.Standing up for Subjectivity in the Assessment of Competencies
P2860
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P2860
description
2012 nî lūn-bûn
@nan
2012年の論文
@ja
2012年学术文章
@wuu
2012年学术文章
@zh-cn
2012年学术文章
@zh-hans
2012年学术文章
@zh-my
2012年学术文章
@zh-sg
2012年學術文章
@yue
2012年學術文章
@zh
2012年學術文章
@zh-hant
name
History and practice of competency-based assessment.
@en
History and practice of competency-based assessment.
@nl
type
label
History and practice of competency-based assessment.
@en
History and practice of competency-based assessment.
@nl
prefLabel
History and practice of competency-based assessment.
@en
History and practice of competency-based assessment.
@nl
P2860
P1433
P1476
History and practice of competency-based assessment.
@en
P2093
Stephen J Lurie
P2860
P356
10.1111/J.1365-2923.2011.04142.X
P577
2012-01-01T00:00:00Z