Medical teacher
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The UK General Medical Council (GMC) in its regulatory capacity conducts formal tests of competence (TOCs) on doctors whose performance is of concern. TOCs are individually tailored to each doctor's specialty and grade. ⋯ The blueprint described was easy to construct and is easy to use. It reflects the knowledge, skills and behaviours (learning outcomes) to be assessed. It guides commissioning of test material and enables the systematic and faithful sampling of common and important problems. The principles described have potential for wider application to blueprinting in undergraduate or clinical training programmes. Such a blueprint can provide the essential link between a curriculum and its assessment system and ensure that assessment content is stable over time.
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Exit examinations in medicine are 'high stakes' examinations and as such must satisfy a number of criteria including psychometric robustness, fairness and reliability in the face of legal or other challenges. ⋯ The University of Adelaide's MBBS programme has since dropped the MEQ paper from its exit examination and is evaluating in its place the Script Concordance test.
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Increasingly, medical students are being taught acute medicine using whole-body simulator manikins. ⋯ These assessments proved easy to administer and we have gone some way to demonstrating construct validity and reliability. We have made the material available on a simulator website to enable others to reproduce these assessments.
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Medical students' values represent an understudied area of research in medical education research. No known studies have investigated how medical students' values change over time from matriculation to graduation. ⋯ Medical students values appear to change slightly during their 4 years of medical education. In line with literature suggesting that the medical education process is associated with change in certain student qualities and attributes (e.g., empathy), physician values may be another variable so affected.
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Reflecting trends in medical education from didactic teaching to student-centred learning, the novel approach of student-led learning was applied at the University of Queensland (UQ) School of Medicine. This article examines the benefits, risks and limitations of curriculum development led by students. ⋯ Student-led learning can be effective if given adequate support by faculty. The UQ School of Medicine's new curriculum module and collaboration with U21 promote the teaching of Global Health.