Medical teacher
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The aim of the study was to explore the feasibility of 360 degree assessment in early specialist training in a Danish setting. Present Danish postgraduate training requires assessment of specific learning objectives. Residency in Internal Medicine was chosen for the study. It has 65 learning objectives to be assessed. We considered 22 of these suitable for assessment by 360-degrees assessment. ⋯ The method was practical in busy clinical departments and was well accepted by the assessors. Reliability of the method was acceptable. It discrimintated satisfactorily between the good and not so good performers.
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Does the tired oppositional debate between student-centredness and teacher-centredness leave the patient stranded, where the patient is surely the focus of a medical education? How might an authentic patient-centred practice be shaped, informed and nourished theoretically? We describe an intellectual landscape of critical, interdisciplinary inquiry that, so far, many medical educators have not inhabited. For example, texts written to inform medical education rarely examine intellectual premises and ideological implications. We offer a number of theoretical frameworks that can inform critical practice, asking 'why do we do it this way?'; 'what are the alternatives?'; and 'how do we justify our approaches intellectually?' We conclude that medical education needs to take stock of its intellectual resources.
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Competency-based models of medical education require reliable and valid assessment of multiple physician roles. ⋯ The OSCE may be useful as a reliable and valid method of simultaneously assessing multiple physician competencies.
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This study examined attitudes toward professionalism in an academic medical center. The paper will describe the development and factorial validity of an instrument to measure attitudes toward professionalism in medical education among students, residents and faculty. ⋯ The Penn State College of Medicine Professionalism Questionnaire is one of the first valid and reliable surveys of attitudes among medical students, residents, and faculty that reflects seven elements of professionalism.
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Boyer and Glassick's broad definition of and standards for assessing scholarship apply to all aspects of education. Research on the quality of published medical education studies also reveals fundamentally important elements to address. In this article a three-step approach to developing medical education projects is proposed: refine the scholarly question, identify appropriate designs and methods, and select outcomes. ⋯ The authors emphasize statement of study intent, which is a study's focal point, and conceptual framework, which situates a project within a theoretical context and provides a means for interpreting the results. They then review study designs and methods commonly used in education projects. They conclude with outcomes, which should be distinguished from assessment methods and instruments, and are separated into Kirkpatrick's hierarchy of reaction, learning, behavior and results.