A great deal of work has already been done to define curriculum-level outcomes/
competences for medical education. Some well-known examples are “Tomorrow’s
Doctors” (UK General Medical Council, 2003); the “Scottish Doctor” document
Deans Medical Curriculum Group, 2002); the Global Minimum Essential Requirements
(Institute for International Medical Education, 2005) ; guidance issued by the Association
of American Medical Colleges (1998); and the CANMEDS Competency Framework,
designed primarily for postgraduate medical training (Frank JR, 2005).
Tuyển tập các báo cáo nghiên cứu về sinh học được đăng trên tạp chí sinh học quốc tế đề tài : Wrong schools or wrong students? The potential role of medical education in regional imbalances of the health workforce in the United Republic of Tanzania
Over the last decade in the WHO European Region the health profes-
sions have been under some pressure to promote patient education* as
a major addition to pharmacological, physical and other forms of thera-
py. Nevertheless, health care providers still need efficient educational
programmes* in the long-term management* of chronic diseases*. Cur-
rent programmes do not usually include educational methods or psy-
chological support of patients. Their methodology has never been
adequately formalized and this creates difficulties in educating other
health care providers*.
Tuyển tập báo cáo các nghiên cứu khoa học quốc tế ngành hóa học dành cho các bạn yêu hóa học tham khảo đề tài:
Medical education and research environment in Qatar: a new epoch for translational research in the Middle East
Globalization is taking hold of all sectors of society. Not surprisingly, many residency
applicants are interested in global health training opportunities during their graduate
medical education. Meanwhile, residency programs grapple with the challenges of
establishing and expanding global health programming. The past decade has witnessed a
rise in number of non-profit organizations dedicated to global health exposure for future
physicians. Child and Family Health International, Doctors for Global Health, and
Community for Children are a few examples.
Tuyển tập các báo cáo nghiên cứu về y học được đăng trên tạp chí y học Critical Care giúp cho các bạn có thêm kiến thức về ngành y học đề tài: Effect of intern’s consecutive work hours on safety, medical education and professionalism...
Tuyển tập báo cáo các nghiên cứu khoa học quốc tế ngành y học dành cho các bạn tham khảo đề tài: Barriers and facilitators to the dissemination of DECISION+, a continuing medical education program for optimizing decisions about antibiotics for acute respiratory infections in primary care: A study protocol
Tuyển tập báo cáo các nghiên cứu khoa học quốc tế ngành y học dành cho các bạn tham khảo đề tài: Feasibility of a randomised trial of a continuing medical education program in shared decisionmaking on the use of antibiotics for acute respiratory infections in primary care: the DECISION+ pilot trial
Tuyển tập báo cáo các nghiên cứu khoa học quốc tế ngành y học dành cho các bạn tham khảo đề tài: Peer chart audits: A tool to meet Accreditation Council on Graduate Medical Education (ACGME) competency in practicebased learning and improvement
Tuyển tập báo cáo các nghiên cứu khoa học quốc tế ngành y học dành cho các bạn tham khảo đề tài: Clinical evidence continuous medical education: a randomised educational trial of an open access e-learning program for transferring evidence-based information – ICEKUBE (Italian Clinical Evidence
The terms learning outcomes, or outcomes-based education, are often used synonymously
with CBE. However, “competencies” often carries with it a broader, more conceptual
connotation of what the learner is able to do as a result of the education whereas “outcomes” is
often used in reference to the performance on exams and other metrics that document the
learning that has taken place..
“Learning objective” is another term that has some overlap with “competency.
The World Federation for Medical Education, too, has a well-established history of involvement in
improving the quality of medical education, marked by the International Collaborative Programme for
the Reorientation of Medical Education of 1984, cornerstones of which were the Edinburgh
Declaration of 1988 and the recommendations of the World Summit on Medical Education,
Edinburgh, in 1993.
This manual represents the institutional guidelines, policies and procedures governing the selection, appointment, evaluation and promotion of residents at the University of Kansas School of Medicine. While every effort has been made to ensure the accuracy and comprehensiveness of the information presented, the content of this manual is subject to change. Unless otherwise noted, all policies included in and revisions of this document become effective upon their publication on www.kumc.edu/.
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