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Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice.

Academic medicine : journal of the Association of American Medical Colleges

Ericsson KA.
PMID: 26375267
Acad Med. 2015 Nov;90(11):1471-86. doi: 10.1097/ACM.0000000000000939.

As a part of a special collection in this issue of Academic Medicine, which is focused on mastery learning in medical education, this Perspective describes how the expert-performance approach with deliberate practice is consistent with many characteristics of mastery...

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Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Acad Med. 2015;90(11):1471-86doi: 10.1097/ACM.0000000000000939.
Ericsson, K. A. (2015). Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Academic medicine : journal of the Association of American Medical Colleges, 90(11), 1471-86. https://doi.org/10.1097/ACM.0000000000000939
Ericsson, K Anders. "Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice." Academic medicine : journal of the Association of American Medical Colleges vol. 90,11 (2015): 1471-86. doi: https://doi.org/10.1097/ACM.0000000000000939
Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Acad Med. 2015 Nov;90(11):1471-86. doi: 10.1097/ACM.0000000000000939. PMID: 26375267.
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Development of a competency-based assessment process for advanced pharmacy practice experiences.

American journal of pharmaceutical education

Hill LH, Delafuente JC, Sicat BL, Kirkwood CK.
PMID: 17136144
Am J Pharm Educ. 2006 Feb 15;70(1):1. doi: 10.5688/aj700101.

OBJECTIVES: To develop and implement a competency-based assessment process for the experiential component of a pharmacy education curriculum.DESIGN: A consultative process was used in the development of new assessment forms and policies, and a survey regarding student and faculty...

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Hill LH, Delafuente JC, Sicat BL, et al. Development of a competency-based assessment process for advanced pharmacy practice experiences. Am J Pharm Educ. 2006;70(1):1doi: 10.5688/aj700101.
Hill, L. H., Delafuente, J. C., Sicat, B. L., & Kirkwood, C. K. (2006). Development of a competency-based assessment process for advanced pharmacy practice experiences. American journal of pharmaceutical education, 70(1), 1. https://doi.org/10.5688/aj700101
Hill, Lilian H, et al. "Development of a competency-based assessment process for advanced pharmacy practice experiences." American journal of pharmaceutical education vol. 70,1 (2006): 1. doi: https://doi.org/10.5688/aj700101
Hill LH, Delafuente JC, Sicat BL, Kirkwood CK. Development of a competency-based assessment process for advanced pharmacy practice experiences. Am J Pharm Educ. 2006 Feb 15;70(1):1. doi: 10.5688/aj700101. PMID: 17136144; PMCID: PMC1636906.
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Interprofessional learning in practice for pre-registration health care: interprofessional learning occurs in practice--is it articulated or celebrated?.

Nurse education in practice

Lloyd-Jones N, Hutchings S, Hobson SH.
PMID: 17689419
Nurse Educ Pract. 2007 Jan;7(1):11-7. doi: 10.1016/j.nepr.2006.03.002. Epub 2006 May 24.

This paper summarises the issues involved in promoting interprofessional learning in practice both on campus and within placement areas with reference to one particular university. National drivers of Interprofessional Learning (IPL) are outlined and then explored in relation to...

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Lloyd-Jones N, Hutchings S, Hobson SH. Interprofessional learning in practice for pre-registration health care: interprofessional learning occurs in practice--is it articulated or celebrated?. Nurse Educ Pract. 2006;7(1):11-7doi: 10.1016/j.nepr.2006.03.002.
Lloyd-Jones, N., Hutchings, S., & Hobson, S. H. (2007). Interprofessional learning in practice for pre-registration health care: interprofessional learning occurs in practice--is it articulated or celebrated?. Nurse education in practice, 7(1), 11-7. https://doi.org/10.1016/j.nepr.2006.03.002
Lloyd-Jones, Netta, et al. "Interprofessional learning in practice for pre-registration health care: interprofessional learning occurs in practice--is it articulated or celebrated?." Nurse education in practice vol. 7,1 (2007): 11-7. doi: https://doi.org/10.1016/j.nepr.2006.03.002
Lloyd-Jones N, Hutchings S, Hobson SH. Interprofessional learning in practice for pre-registration health care: interprofessional learning occurs in practice--is it articulated or celebrated?. Nurse Educ Pract. 2007 Jan;7(1):11-7. doi: 10.1016/j.nepr.2006.03.002. Epub 2006 May 24. PMID: 17689419.
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Innovative nursing educational curriculum for the 21st century.

Nursing education perspectives

Glasgow ME, Dunphy LM, Mainous RO.
PMID: 21280440
Nurs Educ Perspect. 2010 Nov-Dec;31(6):355-7.

The changing landscape of health care in America requires that clinicians be skilled in responding to varying patient expectations and values; provide ongoing patient management; deliver and coordinate care across teams, settings, and time frames; and support patients' endeavors...

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Glasgow ME, Dunphy LM, Mainous RO. Innovative nursing educational curriculum for the 21st century. Nurs Educ Perspect. 2010;31(6):355-7
Glasgow, M. E., Dunphy, L. M., & Mainous, R. O. (2010). Innovative nursing educational curriculum for the 21st century. Nursing education perspectives, 31(6), 355-7.
Glasgow, Mary Ellen Smith, et al. "Innovative nursing educational curriculum for the 21st century." Nursing education perspectives vol. 31,6 (2010): 355-7.
Glasgow ME, Dunphy LM, Mainous RO. Innovative nursing educational curriculum for the 21st century. Nurs Educ Perspect. 2010 Nov-Dec;31(6):355-7. PMID: 21280440.
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Intercalated degrees in primary care: luxury, folly or core business for medical schools?.

Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors

Toft K, Nagel C, Pearson D.
PMID: 23232140
Educ Prim Care. 2012 Nov;23(6):451-3. doi: 10.1080/14739879.2012.11494160.

No abstract available.

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Toft K, Nagel C, Pearson D. Intercalated degrees in primary care: luxury, folly or core business for medical schools?. Educ Prim Care. 2012;23(6):451-3doi: 10.1080/14739879.2012.11494160.
Toft, K., Nagel, C., & Pearson, D. (2012). Intercalated degrees in primary care: luxury, folly or core business for medical schools?. Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 23(6), 451-3. https://doi.org/10.1080/14739879.2012.11494160
Toft, Kristan, et al. "Intercalated degrees in primary care: luxury, folly or core business for medical schools?." Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors vol. 23,6 (2012): 451-3. doi: https://doi.org/10.1080/14739879.2012.11494160
Toft K, Nagel C, Pearson D. Intercalated degrees in primary care: luxury, folly or core business for medical schools?. Educ Prim Care. 2012 Nov;23(6):451-3. doi: 10.1080/14739879.2012.11494160. PMID: 23232140.
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AONE and the Academic Progression in Nursing Initiative.

The Journal of nursing administration

Gerardi T.
PMID: 24531282
J Nurs Adm. 2014 Mar;44(3):127-8. doi: 10.1097/NNA.0000000000000038.

This department column introduces readers to the Academic Progression in Nursing (APIN) initiative. It discusses AONEs' association with the program. It also highlights the important role the APIN initiative plays in the fulfillment of the IOM's Future of Nursing...

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Gerardi T. AONE and the Academic Progression in Nursing Initiative. J Nurs Adm. 2014;44(3):127-8doi: 10.1097/NNA.0000000000000038.
Gerardi, T. (2014). AONE and the Academic Progression in Nursing Initiative. The Journal of nursing administration, 44(3), 127-8. https://doi.org/10.1097/NNA.0000000000000038
Gerardi, Tina. "AONE and the Academic Progression in Nursing Initiative." The Journal of nursing administration vol. 44,3 (2014): 127-8. doi: https://doi.org/10.1097/NNA.0000000000000038
Gerardi T. AONE and the Academic Progression in Nursing Initiative. J Nurs Adm. 2014 Mar;44(3):127-8. doi: 10.1097/NNA.0000000000000038. PMID: 24531282.
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Pairing pedagogical and genomic advances to prepare advanced practice nurses for the era of precision health.

BMC medical education

Flowers E, Martin M, Abid H, Binford S, Mackin L.
PMID: 31014332
BMC Med Educ. 2019 Apr 23;19(1):112. doi: 10.1186/s12909-019-1542-x.

BACKGROUND: Broadly accessible curriculum that equips Advanced Practice Nurses (APNs) with knowledge and skills to apply genomics in practice in the era of precision health is needed. Increased accessibility of genomics courses and updated curriculum will prepare APNs to...

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Flowers E, Martin M, Abid H, et al. Pairing pedagogical and genomic advances to prepare advanced practice nurses for the era of precision health. BMC Med Educ. 2019;19(1):112doi: 10.1186/s12909-019-1542-x.
Flowers, E., Martin, M., Abid, H., Binford, S., & Mackin, L. (2019). Pairing pedagogical and genomic advances to prepare advanced practice nurses for the era of precision health. BMC medical education, 19(1), 112. https://doi.org/10.1186/s12909-019-1542-x
Flowers, Elena, et al. "Pairing pedagogical and genomic advances to prepare advanced practice nurses for the era of precision health." BMC medical education vol. 19,1 (2019): 112. doi: https://doi.org/10.1186/s12909-019-1542-x
Flowers E, Martin M, Abid H, Binford S, Mackin L. Pairing pedagogical and genomic advances to prepare advanced practice nurses for the era of precision health. BMC Med Educ. 2019 Apr 23;19(1):112. doi: 10.1186/s12909-019-1542-x. PMID: 31014332; PMCID: PMC6480661.
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Collaborative problem-solving education for the twenty-first-century workforce.

Nature human behaviour

Fiore SM, Graesser A, Greiff S.
PMID: 31024165
Nat Hum Behav. 2018 Jun;2(6):367-369. doi: 10.1038/s41562-018-0363-y.

No abstract available.

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Fiore SM, Graesser A, Greiff S. Collaborative problem-solving education for the twenty-first-century workforce. Nat Hum Behav. 2018;2(6):367-369doi: 10.1038/s41562-018-0363-y.
Fiore, S. M., Graesser, A., & Greiff, S. (2018). Collaborative problem-solving education for the twenty-first-century workforce. Nature human behaviour, 2(6), 367-369. https://doi.org/10.1038/s41562-018-0363-y
Fiore, Stephen M, et al. "Collaborative problem-solving education for the twenty-first-century workforce." Nature human behaviour vol. 2,6 (2018): 367-369. doi: https://doi.org/10.1038/s41562-018-0363-y
Fiore SM, Graesser A, Greiff S. Collaborative problem-solving education for the twenty-first-century workforce. Nat Hum Behav. 2018 Jun;2(6):367-369. doi: 10.1038/s41562-018-0363-y. PMID: 31024165.
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Toward a competency-based curriculum.

Journal of dental education

Chambers DW.
PMID: 8245288
J Dent Educ. 1993 Nov;57(11):790-3.

No abstract available.

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Chambers DW. Toward a competency-based curriculum. J Dent Educ. 1993;57(11):790-3
Chambers, D. W. (1993). Toward a competency-based curriculum. Journal of dental education, 57(11), 790-3.
Chambers, D W. "Toward a competency-based curriculum." Journal of dental education vol. 57,11 (1993): 790-3.
Chambers DW. Toward a competency-based curriculum. J Dent Educ. 1993 Nov;57(11):790-3. PMID: 8245288.
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Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners.

School psychology (Washington, D.C.)

Jimerson SR, Sheridan SM, Hoffman JA, Codding RS, Eckert TL.
PMID: 33444054
Sch Psychol. 2020 Nov;35(6):409-418. doi: 10.1037/spq0000408.

This article provides reflections on several key elements important for establishing and sustaining successful research trajectories and scholarship within the field. Developed by several Lightner Witmer Award recipients, the article highlights several of Lightner Witmer's experiences and pioneering contributions,...

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Jimerson SR, Sheridan SM, Hoffman JA, et al. Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners. Sch Psychol. 2020;35(6):409-418doi: 10.1037/spq0000408.
Jimerson, S. R., Sheridan, S. M., Hoffman, J. A., Codding, R. S., & Eckert, T. L. (2020). Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners. School psychology (Washington, D.C.), 35(6), 409-418. https://doi.org/10.1037/spq0000408
Jimerson, Shane R, et al. "Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners." School psychology (Washington, D.C.) vol. 35,6 (2020): 409-418. doi: https://doi.org/10.1037/spq0000408
Jimerson SR, Sheridan SM, Hoffman JA, Codding RS, Eckert TL. Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners. Sch Psychol. 2020 Nov;35(6):409-418. doi: 10.1037/spq0000408. PMID: 33444054.
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[Medical Psychology and Medical Sociology in Transition - Review and Perspectives of the two Disciplines in Germany].

Psychotherapie, Psychosomatik, medizinische Psychologie

Härter M, Ditzen B, Dragano N, Fabry G, Kaiser J, Kropp P, Richter M, Schut C, Knesebeck OVD, Bremer D.
PMID: 31952094
Psychother Psychosom Med Psychol. 2020 May;70(5):205-211. doi: 10.1055/a-1075-2851. Epub 2020 Jan 17.

AIM OF THE STUDY: Through the Master Plan for Medical Studies 2020 and the development of the National Competence-Based Learning Target Catalogue Medicine (NKLM), significant changes in university medicine were started. The aim of the study was a systematic...

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Härter M, Ditzen B, Dragano N, et al. Medizinische Psychologie und Medizinische Soziologie im Wandel – Bestandsaufnahme und Perspektiven der beiden Fächer in Deutschland. [Medical Psychology and Medical Sociology in Transition - Review and Perspectives of the two Disciplines in Germany]. Psychother Psychosom Med Psychol. 2020;70(5):205-211doi: 10.1055/a-1075-2851.
Härter, M., Ditzen, B., Dragano, N., Fabry, G., Kaiser, J., Kropp, P., Richter, M., Schut, C., Knesebeck, O. V. D., & Bremer, D. (2020). Medizinische Psychologie und Medizinische Soziologie im Wandel – Bestandsaufnahme und Perspektiven der beiden Fächer in Deutschland. [Medical Psychology and Medical Sociology in Transition - Review and Perspectives of the two Disciplines in Germany]. Psychotherapie, Psychosomatik, medizinische Psychologie, 70(5), 205-211. https://doi.org/10.1055/a-1075-2851
Härter, Martin, et al. "Medizinische Psychologie und Medizinische Soziologie im Wandel – Bestandsaufnahme und Perspektiven der beiden Fächer in Deutschland." [Medical Psychology and Medical Sociology in Transition - Review and Perspectives of the two Disciplines in Germany]. Psychotherapie, Psychosomatik, medizinische Psychologie vol. 70,5 (2020): 205-211. doi: https://doi.org/10.1055/a-1075-2851
Härter M, Ditzen B, Dragano N, Fabry G, Kaiser J, Kropp P, Richter M, Schut C, Knesebeck OVD, Bremer D. Medizinische Psychologie und Medizinische Soziologie im Wandel – Bestandsaufnahme und Perspektiven der beiden Fächer in Deutschland. [Medical Psychology and Medical Sociology in Transition - Review and Perspectives of the two Disciplines in Germany]. Psychother Psychosom Med Psychol. 2020 May;70(5):205-211. doi: 10.1055/a-1075-2851. Epub 2020 Jan 17. German. PMID: 31952094.
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Competency-based education: the new panacea?.

The Journal of nursing education

Tanner CA.
PMID: 11769948
J Nurs Educ. 2001 Dec;40(9):387-8.

No abstract available.

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Tanner CA. Competency-based education: the new panacea?. J Nurs Educ. 2001;40(9):387-8
Tanner, C. A. (2001). Competency-based education: the new panacea?. The Journal of nursing education, 40(9), 387-8.
Tanner, C A. "Competency-based education: the new panacea?." The Journal of nursing education vol. 40,9 (2001): 387-8.
Tanner CA. Competency-based education: the new panacea?. J Nurs Educ. 2001 Dec;40(9):387-8. PMID: 11769948.
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Showing 1 to 12 of 41 entries