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Literature DB >> 26221447

Building the Plane As We Fly It.

William F Iobst.

Abstract

Mesh：

Year: 2015 PMID： 26221447 PMCID： PMC4512802 DOI： 10.4300/JGME-D-15-00095.1

Source DB: PubMed Journal: J Grad Med Educ ISSN： 1949-8357

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14 in total

1. Shifting paradigms: from Flexner to competencies.

Authors: Carol Carraccio; Susan D Wolfsthal; Robert Englander; Kevin Ferentz; Christine Martin
Journal: Acad Med Date: 2002-05 Impact factor: 6.893

2. AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician.

Authors: J M Shumway; R M Harden
Journal: Med Teach Date: 2003-11 Impact factor: 3.650

3. Direct observation of students during clerkship rotations: a multiyear descriptive study.

Authors: Lisa D Howley; William G Wilson
Journal: Acad Med Date: 2004-03 Impact factor: 6.893

4. Gaps in residency training should be addressed to better prepare doctors for a twenty-first-century delivery system.

Authors: Francis J Crosson; Jean Leu; Beth M Roemer; Murray N Ross
Journal: Health Aff (Millwood) Date: 2011-11 Impact factor: 6.301

5. Competency-based medical education: theory to practice.

Authors: Jason R Frank; Linda S Snell; Olle Ten Cate; Eric S Holmboe; Carol Carraccio; Susan R Swing; Peter Harris; Nicholas J Glasgow; Craig Campbell; Deepak Dath; Ronald M Harden; William Iobst; Donlin M Long; Rani Mungroo; Denyse L Richardson; Jonathan Sherbino; Ivan Silver; Sarah Taber; Martin Talbot; Kenneth A Harris
Journal: Med Teach Date: 2010 Impact factor: 3.650

6. Use of Emergency Medicine Milestones as Items on End-of-Shift Evaluations Results in Overestimates of Residents' Proficiency Level.

Authors: Erin Dehon; Jonathan Jones; Michael Puskarich; John Petty Sandifer; Kristina Sikes
Journal: J Grad Med Educ Date: 2015-06

Building the Plane As We Fly It.

1. Shifting paradigms: from Flexner to competencies.

2. AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician.

3. Direct observation of students during clerkship rotations: a multiyear descriptive study.

4. Gaps in residency training should be addressed to better prepare doctors for a twenty-first-century delivery system.

5. Competency-based medical education: theory to practice.

6. Use of Emergency Medicine Milestones as Items on End-of-Shift Evaluations Results in Overestimates of Residents' Proficiency Level.

7. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice?

8. Giving feedback in clinical settings.

9. Realizing the promise of competency-based medical education.

10. Opening the black box of clinical skills assessment via observation: a conceptual model.

1. Rising to the Challenge: Residency Programs' Experience With Implementing Milestones-Based Assessment.

2. Patient safety and quality improvement: a 'CLER' time to move beyond peripheral participation.