Assessing professional competence: from methods to programmes.
about
The Desired Concept Maps and Goal Setting for Assessing Professionalism in MedicineClinical reasoning assessment through medical expertise theories: past, present and future directionsGuidelines: the do's, don'ts and don't knows of feedback for clinical education.Nutrition competencies in health professionals' education and training: a new paradigmNew tools for systematic evaluation of teaching qualities of medical faculty: results of an ongoing multi-center surveyShould essays and other "open-ended"-type questions retain a place in written summative assessment in clinical medicine?Clinical audit project in undergraduate medical education curriculum: an assessment validation study.Utility of an app-based system to improve feedback following workplace-based assessmentJoining the dots: conditional pass and programmatic assessment enhances recognition of problems with professionalism and factors hampering student progress.Comparison between Long-Menu and Open-Ended Questions in computerized medical assessments. A randomized controlled trial.Assessment of Junior Doctor performance: a validation study.What Do We Know About Education in Colorectal Cancer Prevention?-Survey Among 1130 Medical Students.Investigating a self-scoring interview simulation for learning and assessment in the medical consultation.A Call for an Integrated Program of Assessment.Objective Structured Clinical Examinations (OSCEs), psychiatry and the Clinical assessment of Skills and Competencies (CASC) same evidence, different judgementSupervisor assessment of clinical and professional competence of medical trainees: a reliability study using workplace data and a focused analytical literature review.Review article: teaching, learning, and the pursuit of excellence in anesthesia education.Advancing resident assessment in graduate medical education.A new framework for designing programmes of assessmentExpert validation of fit-for-purpose guidelines for designing programmes of assessment.Maximising harm reduction in early specialty training for general practice: validation of a safety checklistThe reliability of in-training assessment when performance improvement is taken into account.The national portfolio of learning for postgraduate family medicine training in South Africa: experiences of registrars and supervisors in clinical practice.An exploratory study into the effect of time-restricted internet access on face-validity, construct validity and reliability of postgraduate knowledge progress testingThe feasibility and acceptability of using a portfolio to assess professional competence.Summative assessments are more powerful drivers of student learning than resource intensive teaching formats.Dutch postgraduate GP selection procedure; reliability of interview assessments.In-training assessment using direct observation of single-patient encounters: a literature review.The national portfolio for postgraduate family medicine training in South Africa: a descriptive study of acceptability, educational impact, and usefulness for assessmentA novel pain interprofessional education strategy for trainees: assessing impact on interprofessional competencies and pediatric pain knowledge.Multiple tutorial-based assessments: a generalizability studyResearch in medical education: pratical impact on medical training and future challenges.Development and testing of an objective structured clinical exam (OSCE) to assess socio-cultural dimensions of patient safety competency.Problem based learning: tutors' views 5 years after implementation at a sub-Saharan University.Meeting international standards: a cultural approach in implementing the mini-CEX effectively in Indonesian clerkships.Collaborative progress test (cPT) in three medical schools in Indonesia: the validity, reliability and its use as a curriculum evaluation tool.Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda.Assessing family medicine trainees--what can we learn from the European neighbours?Integrating performance assessment, maintenance of competence, and continuing professional development of community pharmacists.Challenging medical students with an interim assessment: a positive effect on formal examination score in a randomized controlled study
P2860
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P2860
Assessing professional competence: from methods to programmes.
description
2005 nî lūn-bûn
@nan
2005年の論文
@ja
2005年学术文章
@wuu
2005年学术文章
@zh
2005年学术文章
@zh-cn
2005年学术文章
@zh-hans
2005年学术文章
@zh-my
2005年学术文章
@zh-sg
2005年學術文章
@yue
2005年學術文章
@zh-hant
name
Assessing professional competence: from methods to programmes.
@en
Assessing professional competence: from methods to programmes.
@nl
type
label
Assessing professional competence: from methods to programmes.
@en
Assessing professional competence: from methods to programmes.
@nl
prefLabel
Assessing professional competence: from methods to programmes.
@en
Assessing professional competence: from methods to programmes.
@nl
P1433
P1476
Assessing professional competence: from methods to programmes.
@en
P2093
Cees P M van der Vleuten
Lambert W T Schuwirth
P304
P356
10.1111/J.1365-2929.2005.02094.X
P577
2005-03-01T00:00:00Z