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CanMEDS and other "competency and outcome-based approaches" in medical education: clarifying the ongoing ambiguity.

Advances in health sciences education : theory and practice

Parent F, Jouquan J, De Ketele JM.
PMID: 22990714
Adv Health Sci Educ Theory Pract. 2013 Mar;18(1):115-22. doi: 10.1007/s10459-012-9402-z. Epub 2012 Sep 19.

No abstract available.

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Parent F, Jouquan J, De Ketele JM. CanMEDS and other "competency and outcome-based approaches" in medical education: clarifying the ongoing ambiguity. Adv Health Sci Educ Theory Pract. 2012;18(1):115-22doi: 10.1007/s10459-012-9402-z.
Parent, F., Jouquan, J., & De Ketele, J. M. (2013). CanMEDS and other "competency and outcome-based approaches" in medical education: clarifying the ongoing ambiguity. Advances in health sciences education : theory and practice, 18(1), 115-22. https://doi.org/10.1007/s10459-012-9402-z
Parent, Florence, et al. "CanMEDS and other "competency and outcome-based approaches" in medical education: clarifying the ongoing ambiguity." Advances in health sciences education : theory and practice vol. 18,1 (2013): 115-22. doi: https://doi.org/10.1007/s10459-012-9402-z
Parent F, Jouquan J, De Ketele JM. CanMEDS and other "competency and outcome-based approaches" in medical education: clarifying the ongoing ambiguity. Adv Health Sci Educ Theory Pract. 2013 Mar;18(1):115-22. doi: 10.1007/s10459-012-9402-z. Epub 2012 Sep 19. PMID: 22990714.
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Is psychometrics science?.

Advances in health sciences education : theory and practice

Norman G.
PMID: 27501689
Adv Health Sci Educ Theory Pract. 2016 Oct;21(4):731-4. doi: 10.1007/s10459-016-9705-6.

No abstract available.

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Norman G. Is psychometrics science?. Adv Health Sci Educ Theory Pract. 2016;21(4):731-4doi: 10.1007/s10459-016-9705-6.
Norman, G. (2016). Is psychometrics science?. Advances in health sciences education : theory and practice, 21(4), 731-4. https://doi.org/10.1007/s10459-016-9705-6
Norman, Geoff. "Is psychometrics science?." Advances in health sciences education : theory and practice vol. 21,4 (2016): 731-4. doi: https://doi.org/10.1007/s10459-016-9705-6
Norman G. Is psychometrics science?. Adv Health Sci Educ Theory Pract. 2016 Oct;21(4):731-4. doi: 10.1007/s10459-016-9705-6. PMID: 27501689.
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What supervisors say in their feedback: construction of CanMEDS roles in workplace settings.

Advances in health sciences education : theory and practice

Renting N, Dornan T, Gans RO, Borleffs JC, Cohen-Schotanus J, Jaarsma AD.
PMID: 26342599
Adv Health Sci Educ Theory Pract. 2016 May;21(2):375-87. doi: 10.1007/s10459-015-9634-9. Epub 2015 Sep 05.

The CanMEDS framework has been widely adopted in residency education and feedback processes are guided by it. It is, however, only one of many influences on what is actually discussed in feedback. The sociohistorical culture of medicine and individual...

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Renting N, Dornan T, Gans RO, et al. What supervisors say in their feedback: construction of CanMEDS roles in workplace settings. Adv Health Sci Educ Theory Pract. 2015;21(2):375-87doi: 10.1007/s10459-015-9634-9.
Renting, N., Dornan, T., Gans, R. O., Borleffs, J. C., Cohen-Schotanus, J., & Jaarsma, A. D. (2016). What supervisors say in their feedback: construction of CanMEDS roles in workplace settings. Advances in health sciences education : theory and practice, 21(2), 375-87. https://doi.org/10.1007/s10459-015-9634-9
Renting, Nienke, et al. "What supervisors say in their feedback: construction of CanMEDS roles in workplace settings." Advances in health sciences education : theory and practice vol. 21,2 (2016): 375-87. doi: https://doi.org/10.1007/s10459-015-9634-9
Renting N, Dornan T, Gans RO, Borleffs JC, Cohen-Schotanus J, Jaarsma AD. What supervisors say in their feedback: construction of CanMEDS roles in workplace settings. Adv Health Sci Educ Theory Pract. 2016 May;21(2):375-87. doi: 10.1007/s10459-015-9634-9. Epub 2015 Sep 05. PMID: 26342599; PMCID: PMC4801985.
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A bridge too far.

Advances in health sciences education : theory and practice

Norman G.
PMID: 27001480
Adv Health Sci Educ Theory Pract. 2016 May;21(2):251-6. doi: 10.1007/s10459-016-9671-z.

No abstract available.

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Norman G. A bridge too far. Adv Health Sci Educ Theory Pract. 2016;21(2):251-6doi: 10.1007/s10459-016-9671-z.
Norman, G. (2016). A bridge too far. Advances in health sciences education : theory and practice, 21(2), 251-6. https://doi.org/10.1007/s10459-016-9671-z
Norman, Geoff. "A bridge too far." Advances in health sciences education : theory and practice vol. 21,2 (2016): 251-6. doi: https://doi.org/10.1007/s10459-016-9671-z
Norman G. A bridge too far. Adv Health Sci Educ Theory Pract. 2016 May;21(2):251-6. doi: 10.1007/s10459-016-9671-z. PMID: 27001480.
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Thinking about the un-thinking.

Advances in health sciences education : theory and practice

Norman G.
PMID: 25616719
Adv Health Sci Educ Theory Pract. 2015 Mar;20(1):1-3. doi: 10.1007/s10459-015-9583-3.

No abstract available.

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Norman G. Thinking about the un-thinking. Adv Health Sci Educ Theory Pract. 2015;20(1):1-3doi: 10.1007/s10459-015-9583-3.
Norman, G. (2015). Thinking about the un-thinking. Advances in health sciences education : theory and practice, 20(1), 1-3. https://doi.org/10.1007/s10459-015-9583-3
Norman, Geoff. "Thinking about the un-thinking." Advances in health sciences education : theory and practice vol. 20,1 (2015): 1-3. doi: https://doi.org/10.1007/s10459-015-9583-3
Norman G. Thinking about the un-thinking. Adv Health Sci Educ Theory Pract. 2015 Mar;20(1):1-3. doi: 10.1007/s10459-015-9583-3. PMID: 25616719.
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Erratum to: A neural marker of medical visual expertise: implications for training.

Advances in health sciences education : theory and practice

Rourke L, Cruikshank LC, Shapke L, Singhal A.
PMID: 27832396
Adv Health Sci Educ Theory Pract. 2016 Dec;21(5):967. doi: 10.1007/s10459-016-9734-1.

No abstract available.

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Rourke L, Cruikshank LC, Shapke L, et al. Erratum to: A neural marker of medical visual expertise: implications for training. Adv Health Sci Educ Theory Pract. 2016;21(5):967doi: 10.1007/s10459-016-9734-1.
Rourke, L., Cruikshank, L. C., Shapke, L., & Singhal, A. (2016). Erratum to: A neural marker of medical visual expertise: implications for training. Advances in health sciences education : theory and practice, 21(5), 967. https://doi.org/10.1007/s10459-016-9734-1
Rourke, Liam, et al. "Erratum to: A neural marker of medical visual expertise: implications for training." Advances in health sciences education : theory and practice vol. 21,5 (2016): 967. doi: https://doi.org/10.1007/s10459-016-9734-1
Rourke L, Cruikshank LC, Shapke L, Singhal A. Erratum to: A neural marker of medical visual expertise: implications for training. Adv Health Sci Educ Theory Pract. 2016 Dec;21(5):967. doi: 10.1007/s10459-016-9734-1. PMID: 27832396.
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An investigation into the optimal number of distractors in single-best answer exams.

Advances in health sciences education : theory and practice

Kilgour JM, Tayyaba S.
PMID: 26597452
Adv Health Sci Educ Theory Pract. 2016 Aug;21(3):571-85. doi: 10.1007/s10459-015-9652-7. Epub 2015 Nov 23.

In UK medical schools, five-option single-best answer (SBA) questions are the most widely accepted format of summative knowledge assessment. However, writing SBA questions with four effective incorrect options is difficult and time consuming, and consequently, many SBAs contain a...

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Kilgour JM, Tayyaba S. An investigation into the optimal number of distractors in single-best answer exams. Adv Health Sci Educ Theory Pract. 2015;21(3):571-85doi: 10.1007/s10459-015-9652-7.
Kilgour, J. M., & Tayyaba, S. (2016). An investigation into the optimal number of distractors in single-best answer exams. Advances in health sciences education : theory and practice, 21(3), 571-85. https://doi.org/10.1007/s10459-015-9652-7
Kilgour, James M, and Tayyaba, Saadia. "An investigation into the optimal number of distractors in single-best answer exams." Advances in health sciences education : theory and practice vol. 21,3 (2016): 571-85. doi: https://doi.org/10.1007/s10459-015-9652-7
Kilgour JM, Tayyaba S. An investigation into the optimal number of distractors in single-best answer exams. Adv Health Sci Educ Theory Pract. 2016 Aug;21(3):571-85. doi: 10.1007/s10459-015-9652-7. Epub 2015 Nov 23. PMID: 26597452; PMCID: PMC4923093.
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Ideology and health professional education scholarship.

Advances in health sciences education : theory and practice

Ellaway RH.
PMID: 27138693
Adv Health Sci Educ Theory Pract. 2016 Aug;21(3):501-3. doi: 10.1007/s10459-016-9684-7.

No abstract available.

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Ellaway RH. Ideology and health professional education scholarship. Adv Health Sci Educ Theory Pract. 2016;21(3):501-3doi: 10.1007/s10459-016-9684-7.
Ellaway, R. H. (2016). Ideology and health professional education scholarship. Advances in health sciences education : theory and practice, 21(3), 501-3. https://doi.org/10.1007/s10459-016-9684-7
Ellaway, Rachel H. "Ideology and health professional education scholarship." Advances in health sciences education : theory and practice vol. 21,3 (2016): 501-3. doi: https://doi.org/10.1007/s10459-016-9684-7
Ellaway RH. Ideology and health professional education scholarship. Adv Health Sci Educ Theory Pract. 2016 Aug;21(3):501-3. doi: 10.1007/s10459-016-9684-7. PMID: 27138693.
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A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes.

Advances in health sciences education : theory and practice

Onyura B, Ng SL, Baker LR, Lieff S, Millar BA, Mori B.
PMID: 27295217
Adv Health Sci Educ Theory Pract. 2017 Mar;22(1):165-186. doi: 10.1007/s10459-016-9690-9. Epub 2016 Jun 13.

Demonstrating the impact of faculty development, is an increasingly mandated and ever elusive goal. Questions have been raised about the adequacy of current approaches. Here, we integrate realist and theory-driven evaluation approaches, to evaluate an intensive longitudinal program. Our...

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Onyura B, Ng SL, Baker LR, et al. A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Adv Health Sci Educ Theory Pract. 2016;22(1):165-186doi: 10.1007/s10459-016-9690-9.
Onyura, B., Ng, S. L., Baker, L. R., Lieff, S., Millar, B. A., & Mori, B. (2017). A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Advances in health sciences education : theory and practice, 22(1), 165-186. https://doi.org/10.1007/s10459-016-9690-9
Onyura, Betty, et al. "A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes." Advances in health sciences education : theory and practice vol. 22,1 (2017): 165-186. doi: https://doi.org/10.1007/s10459-016-9690-9
Onyura B, Ng SL, Baker LR, Lieff S, Millar BA, Mori B. A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Adv Health Sci Educ Theory Pract. 2017 Mar;22(1):165-186. doi: 10.1007/s10459-016-9690-9. Epub 2016 Jun 13. PMID: 27295217.
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Situating beyond the social: understanding the role of materiality in Danish nursing education.

Advances in health sciences education : theory and practice

Soffer AK.
PMID: 26846220
Adv Health Sci Educ Theory Pract. 2016 Oct;21(4):819-32. doi: 10.1007/s10459-016-9668-7. Epub 2016 Feb 04.

Situated learning serves as an analytical framework for learning in a community of practice and has been widely used to understand the learning process that is entailed in becoming a nurse. Yet in this paper, the difficulties encountered with...

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Soffer AK. Situating beyond the social: understanding the role of materiality in Danish nursing education. Adv Health Sci Educ Theory Pract. 2016;21(4):819-32doi: 10.1007/s10459-016-9668-7.
Soffer, A. K. (2016). Situating beyond the social: understanding the role of materiality in Danish nursing education. Advances in health sciences education : theory and practice, 21(4), 819-32. https://doi.org/10.1007/s10459-016-9668-7
Soffer, Ann Katrine B. "Situating beyond the social: understanding the role of materiality in Danish nursing education." Advances in health sciences education : theory and practice vol. 21,4 (2016): 819-32. doi: https://doi.org/10.1007/s10459-016-9668-7
Soffer AK. Situating beyond the social: understanding the role of materiality in Danish nursing education. Adv Health Sci Educ Theory Pract. 2016 Oct;21(4):819-32. doi: 10.1007/s10459-016-9668-7. Epub 2016 Feb 04. PMID: 26846220.
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Measuring self-assessment: current state of the art.

Advances in health sciences education : theory and practice

Ward M, Gruppen L, Regehr G.
PMID: 11912336
Adv Health Sci Educ Theory Pract. 2002;7(1):63-80. doi: 10.1023/a:1014585522084.

The competent physician pursues lifelong learning through the recognition of deficiencies and the formulation of appropriate learning goals. Despite the accepted theoretical value of self-assessment, studies have consistently shown that the accuracy of self-assessment is poor. This paper examines...

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Ward M, Gruppen L, Regehr G. Measuring self-assessment: current state of the art. Adv Health Sci Educ Theory Pract. 2002;7(1):63-80doi: 10.1023/a:1014585522084.
Ward, M., Gruppen, L., & Regehr, G. (2002). Measuring self-assessment: current state of the art. Advances in health sciences education : theory and practice, 7(1), 63-80. https://doi.org/10.1023/a:1014585522084
Ward, Mylène, et al. "Measuring self-assessment: current state of the art." Advances in health sciences education : theory and practice vol. 7,1 (2002): 63-80. doi: https://doi.org/10.1023/a:1014585522084
Ward M, Gruppen L, Regehr G. Measuring self-assessment: current state of the art. Adv Health Sci Educ Theory Pract. 2002;7(1):63-80. doi: 10.1023/a:1014585522084. PMID: 11912336.
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Testing a causal model for learning in a problem-based curriculum.

Advances in health sciences education : theory and practice

Van den Hurk MM, Dolmans DH, Wolfhagen IH, Van der Vleuten CP.
PMID: 11435764
Adv Health Sci Educ Theory Pract. 2001;6(2):141-9. doi: 10.1023/a:1011402507476.

The aim of this study was to identify the relationship between elements that are important for the tutorial group process and the individual learning process in a problem-based curriculum. The variables under investigation were student-generated learning issues, individual learning...

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Van den Hurk MM, Dolmans DH, Wolfhagen IH, et al. Testing a causal model for learning in a problem-based curriculum. Adv Health Sci Educ Theory Pract. 2001;6(2):141-9doi: 10.1023/a:1011402507476.
Van den Hurk, M. M., Dolmans, D. H., Wolfhagen, I. H., & Van der Vleuten, C. P. (2001). Testing a causal model for learning in a problem-based curriculum. Advances in health sciences education : theory and practice, 6(2), 141-9. https://doi.org/10.1023/a:1011402507476
Van den Hurk, M M, et al. "Testing a causal model for learning in a problem-based curriculum." Advances in health sciences education : theory and practice vol. 6,2 (2001): 141-9. doi: https://doi.org/10.1023/a:1011402507476
Van den Hurk MM, Dolmans DH, Wolfhagen IH, Van der Vleuten CP. Testing a causal model for learning in a problem-based curriculum. Adv Health Sci Educ Theory Pract. 2001;6(2):141-9. doi: 10.1023/a:1011402507476. PMID: 11435764.
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Showing 1 to 12 of 425 entries