Detalhe da pesquisa
1.
Quality assurance in health professions education: Role of accreditation and licensure.
Med Educ
; 57(1): 40-48, 2023 01.
Artigo
em Inglês
| MEDLINE | ID: mdl-35851495
2.
The potential of structured learning diaries for combining the development and assessment of self-regulated learning.
Adv Health Sci Educ Theory Pract
; 2023 Jun 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-37273028
3.
Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence.
Med Teach
; 45(9): 978-983, 2023 09.
Artigo
em Inglês
| MEDLINE | ID: mdl-36786837
4.
Entrustment decisions: Implications for curriculum development and assessment.
Med Teach
; 42(6): 698-704, 2020 06.
Artigo
em Inglês
| MEDLINE | ID: mdl-32174226
5.
The utility of mini-Clinical Evaluation Exercise in undergraduate and postgraduate medical education: A BEME review: BEME Guide No. 59.
Med Teach
; 42(2): 125-142, 2020 02.
Artigo
em Inglês
| MEDLINE | ID: mdl-31524016
6.
Managing the tension: From innovation to application in health professions education.
Med Teach
; 42(3): 333-339, 2020 03.
Artigo
em Inglês
| MEDLINE | ID: mdl-31726877
7.
Academic excellence in Latin America: Social accountability of medical schools.
Med Teach
; 42(8): 929-936, 2020 08.
Artigo
em Inglês
| MEDLINE | ID: mdl-32503386
8.
Medical assessment in the age of digitalisation.
BMC Med Educ
; 20(1): 101, 2020 Mar 31.
Artigo
em Inglês
| MEDLINE | ID: mdl-32234051
9.
Considerations that will determine if competency-based assessment is a sustainable innovation.
Adv Health Sci Educ Theory Pract
; 24(2): 413-421, 2019 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-29777463
10.
Factors influencing the educational impact of Mini-CEX and DOPS: A qualitative synthesis.
Med Teach
; 40(4): 414-420, 2018 04.
Artigo
em Inglês
| MEDLINE | ID: mdl-29188739
11.
2018 Consensus framework for good assessment.
Med Teach
; 40(11): 1102-1109, 2018 11.
Artigo
em Inglês
| MEDLINE | ID: mdl-30299187
12.
Patients of doctors further from medical school graduation have poorer outcomes.
Med Educ
; 51(5): 480-489, 2017 May.
Artigo
em Inglês
| MEDLINE | ID: mdl-28394065
13.
Qualitative and quantitative feedback in the context of competency-based education.
Med Teach
; 39(12): 1245-1249, 2017 Dec.
Artigo
em Inglês
| MEDLINE | ID: mdl-28927332
14.
Introducing a model for optimal design of sequential objective structured clinical examinations.
Adv Health Sci Educ Theory Pract
; 21(5): 1047-1060, 2016 Dec.
Artigo
em Inglês
| MEDLINE | ID: mdl-26951487
15.
Competency Evaluations in the Next Accreditation System: Contributing to Guidelines and Implications.
Teach Learn Med
; 28(2): 135-45, 2016.
Artigo
em Inglês
| MEDLINE | ID: mdl-26849397
16.
Is it time for a new model of education in the health professions?
Med Educ
; 54(8): 687-690, 2020 08.
Artigo
em Inglês
| MEDLINE | ID: mdl-31860934
17.
Implementation of competency-based medical education: are we addressing the concerns and challenges?
Med Educ
; 49(11): 1086-102, 2015 Nov.
Artigo
em Inglês
| MEDLINE | ID: mdl-26494062
18.
Assessing competencies using milestones along the way.
Med Teach
; 37(4): 399-402, 2015 Apr.
Artigo
em Inglês
| MEDLINE | ID: mdl-25523010
19.
Identifying the competencies of doctors in China.
BMC Med Educ
; 15: 207, 2015 Nov 25.
Artigo
em Inglês
| MEDLINE | ID: mdl-26601693
20.
Overview of the world's medical schools: an update.
Med Educ
; 48(9): 860-9, 2014 Sep.
Artigo
em Inglês
| MEDLINE | ID: mdl-25113113