Group items tagged

"The language of these competencies has tended to adopt a prescriptive, rather than descriptive, approach. However, despite widespread agreement on the importance of competency-based education and more than two decades of study, this effort has not generated a dependable set of assessment tools."

Get Ready! puts residents on the FAST TRACK to competency, knowledge, & skills * Web-based modules and assessments can be completed by residents ANYWHERE, ANYTIME * Applies to all specialties - No faculty development time or costs * Designed to increase competency knowledge quickly * Helps meet ACGME General Competency requirements

"The effective practice of medicine requires narrative competence, that is, the ability to acknowledge, absorb, interpret, and act on the stories and plights of others. Medicine practiced with narrative competence, called narrative medicine, is proposed as a model for humane and effective medical practice. "

"These resources are sample evaluation forms and guides to adapt for your own use. Course summary evaluations, focus group questions, and expert observation tools are included. There is a trainer's competency checklist and trainer attributes competency self-assessment. These forms can encourage trainers to strengthen their training and communication skills and strive for improvement."

"Using René Magritte's well-known painting The Treachery of Images (This is not a pipe), we argue that the current focus on competencies throughout medical education can sometimes lead educators to rely too heavily on scores, checkmarks, or other forms of assessment that come to be viewed as equivalents for the actual existence of what is being measured. Magritte insisted that the image he created on the canvas was not a pipe but rather a representation of a pipe, an important distinction for educators to remember as we seek ways to evaluate trainees' attainment of the fundamental knowledge and skills of the profession. We also urge that the focus on broader skills, values, flexibility, reflection, and insight development should fall outside the net of a competency orientation in a supportive environment spared from traditional assessment methods, using a classroom in undergraduate medical education as an example of working toward this end. "

The use of entrustable professional activities (EPAs) and statements of awarded responsibility (STARs) may bridge a potential gap between the theory of competency-based education and clinical practice.

The authors provide a conceptual analysis of the issues and language related to a broader focus on understanding the relationship between the development of competency and the formation of identities during medical training.

The six teaching points above collectively approach a framework that includes curation as a core media literacy competence for the digital generation

"The use of painting in teaching reflective competence was well received. Our students found it an innovative and useful educational tool, an exciting 'out of the box' teaching modality. Moreover, students appreciated the plot, creativity and imagination employed in their fellow students' accounts. Footnotes"

"Participating medical students reported that they perceived narrative medicine to be an important, effective, but counter-culture means of enhancing communication, collaboration, and professional development. The authors contend that these skills are integral to medical practice, consistent with core competencies"

" Reflective narratives reveal how students construe professional roles in practice. Mapping the content of reflections to a competency framework confirmed the mismatch between the formal and enacted curricula. "

The importance of reflection and reflective practice are frequently noted in the literature; indeed, reflective capacity is regarded by many as an essential characteristic for professional competence. Educators assert that the emergence of reflective practice is part of a change that acknowledges the need for students to act and to think professionally as an integral part of learning throughout their courses of study, integrating theory and practice from the outset.

"Clinical Objectives are the measurable, end competencies that we expect our students to achieve. "

An extensive research project to identify the systematic milestones that move a pediatric trainee towards competence. A Joint Initiative of the Accreditation Council for Graduate Medical Education and the American Board of Pediatrics

" Four students share personal reflections of their experience to illuminate themes from the subjective experience of the learner and to understand how to align the learners' interests with the requirements of an assessment program."

"Because of its moral dimension, professionalism inevitably implicates qualities of humanism such as integrity, compassion, altruism, empathy, and respect toward others (ref 2). In my understanding at least, these are not fixed, once-and-for-all achievable attributes in which one can be certified as having attained "competency." "

Key benefits of the NAS include the creation of a national framework for assessment that includes comparison data, reduction in the burden associated with the current process-based accreditation system, the opportunity for residents to learn in innovative programs, and enhanced resident education in quality, patient safety, and the new competencies. Over time, we envision that the NAS will allow the ACGME to create an accreditation system that focuses less on the identification of problems and more on the success of programs and institutions in addressing them.

"This comparative analysis reveals that medicine and music make culturally distinct assumptions about teaching and learning. The contrasts between the two cultures illuminate potential vulnerabilities in the medical learning culture, including the risks inherent in its competence-focused approach and the constraints it places on its own teachers. By highlighting these vulnerabilities, we provide a stimulus for reimagining and renewing medicine's educational practices."

"If the recommendations of the eHealth Expert Working Group are accepted, CanMEDS will become one of the first physician competency frameworks to formally include eHealth in postgraduate medical education across the continuum, from residency to professional practice."