Predicting performance in medical education continuum
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Predicting performance in medical education continuum toward better use of conventional measures by Albert P. Williams

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Published by Rand Corp. in Santa Monica, Calif .
Written in English

Subjects:

  • Medical colleges -- United States -- Admission.,
  • Medical colleges -- United States -- Entrance examinations.,
  • Achievement.,
  • School Admission Criteria.,
  • Schools, Medical -- organization & administration -- United States.

Book details:

Edition Notes

StatementAlbert P. Williams.
ContributionsRand Corporation.
The Physical Object
Pagination34 p. :
Number of Pages34
ID Numbers
Open LibraryOL22395313M

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Get this from a library! Predicting performance in medical education continuum: toward better use of conventional measures. [Albert P Williams; Rand Corporation.]. Predicting Clinical Performance in Medical School: Scholarly Articles and Book Chapters. Deposit a peer-reviewed article or book chapter. If you would like to deposit a poster, presentation, conference paper or white paper, use the “Scholarly Works” deposit : Will Poe. 2. Sklar, David, Reflections on the Medical Education Continuum and How to Improve It, Academic Medicine, , 3. Pictures by Pavela Bambekova and Vinh-Son Nguyen Introduction • Medical education has long been considered a continuum that begins with premedical studies and progresses through medical school, residency, and beyond. Improve clinical competence and performance, deliver better health care, and enhance patient outcomes. Continuing Professional Development in Medicine and Health Care helps you design, deliver, and evaluate evidence-based continuing education and professional development programs with the goal of keeping practitioners\u knowledge, skills, attitudes, competencies, and performance .

  Competency-based medical education (CBME) is anchored in the concept that trainees master skills at different paces. Progression through the educational continuum should be dictated by demonstrating proficiencies required for transition to the subsequent rank. 1 The Association of American Medical Colleges (AAMC) published Core Entrustable Professional Activities (EPAs) for entering . ture, yet the idea of two independent dichotomous cognitive systems is not entirely without problems. This article outlines the difficulties of this “two-system view” and presents an alternative, developed by K.R. Hammond and colleagues, called cognitive continuum theory (CCT). CCT is featured by three key assumptions. First, human reasoning, problem solving, and decision making can be.   Resilience is a new agenda in education and this commentary explores the importance of developing resilience throughout the continuum of medical education. The main aim of the medical school curriculum is to develop competent, professional and compassionate doctors. However, studies suggest that mental health worsens after students begin. The orientation is toward research evidence as a basis for informing policy and practice in education. Although most of the research findings have accrued from the study of medical education, the handbook will be useful to teachers and researchers in all health professions and others concerned with professional education.

  In a parallel timeframe, with emphasis on continuing physician competence, the Council of Medical Specialty Societies (CMSS) released in Repositioning for the Future of Continuing Medical , in conjunction with a large group of organizations (eg, ACCME, ACGME, ABMS, Federation of State Medical Boards, American Hospital Association, AMA), the CMSS . This book is an attempt to give an up-to-date, comprehensive and summative overview of the current state of simulation in medical education. This book introduces all aspects of the use of. implications for educators across the medical education continuum, from undergraduate curricula to revalidation and Basic Books. PMETB. (). the General Medical Council’s Performance.   In undergraduate medical education, there are two AAMC-defined performance levels: novice performance and performance expected of a graduating MD. In graduate medical education, there are five performance levels for each competency: novice, advanced beginner, competent individual, proficient individual, and expert physician. The Next Goal.