211 related articles for article (PubMed ID: 36656286)
1. How Does TIMELESS Training Impact Resident Motivation for Learning, Assessment, and Feedback? Evaluating a Competency-Based Time-Variable Training Pilot.
Kinnear B; Santen SA; Kelleher M; Martini A; Ferris S; Edje L; Warm EJ; Schumacher DJ
Acad Med; 2023 Jul; 98(7):828-835. PubMed ID: 36656286
[TBL] [Abstract][Full Text] [Related]
2. Using Theory-Informed Group Processes to Make TIMELESS Promotion Decisions.
Kinnear B; Santen SA; Schumacher DJ; Kelleher M; Awosika B; Edje L; Warm EJ
Acad Med; 2024 Jan; 99(1):28-34. PubMed ID: 37643579
[TBL] [Abstract][Full Text] [Related]
3. Resident Perceptions of Assessment and Feedback in Competency-Based Medical Education: A Focus Group Study of One Internal Medicine Residency Program.
Branfield Day L; Miles A; Ginsburg S; Melvin L
Acad Med; 2020 Nov; 95(11):1712-1717. PubMed ID: 32195692
[TBL] [Abstract][Full Text] [Related]
4. Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences.
Young JQ; Sugarman R; Schwartz J; O'Sullivan PS
Teach Learn Med; 2020; 32(5):541-551. PubMed ID: 32529844
[No Abstract] [Full Text] [Related]
5. The impact of entrustment assessments on feedback and learning: Trainee perspectives.
Martin L; Sibbald M; Brandt Vegas D; Russell D; Govaerts M
Med Educ; 2020 Apr; 54(4):328-336. PubMed ID: 31840289
[TBL] [Abstract][Full Text] [Related]
6. Improving skills development in residency using a deliberate-practice and learner-centered model.
Bhatti NI; Ahmed A
Laryngoscope; 2015 Oct; 125 Suppl 8():S1-14. PubMed ID: 26154861
[TBL] [Abstract][Full Text] [Related]
7. A Tale of Four Programs: How Residents Learn About Quality Improvement during Postgraduate Medical Education at the University of Calgary.
Brown A; Atchison K; Hecker K; Kassam A
Teach Learn Med; 2021; 33(4):390-406. PubMed ID: 33211988
[No Abstract] [Full Text] [Related]
8. The Road to Mastery: An Analysis of Goal Orientation in the Transition from Medical School to Surgical Residency.
Acker R; Vargas GM; Hoffman RL; Aarons CB
J Surg Educ; 2023 Nov; 80(11):1574-1581. PubMed ID: 37770294
[TBL] [Abstract][Full Text] [Related]
9. Reimagining the Clinical Competency Committee to Enhance Education and Prepare for Competency-Based Time-Variable Advancement.
Goldhamer MEJ; Martinez-Lage M; Black-Schaffer WS; Huang JT; Co JPT; Weinstein DF; Pusic MV
J Gen Intern Med; 2022 Jul; 37(9):2280-2290. PubMed ID: 35445932
[TBL] [Abstract][Full Text] [Related]
10. Developing a Competency-Based Learning and Assessment System for Residency Training: Analysis Study of User Requirements and Acceptance.
Hsiao CT; Chou FC; Hsieh CC; Chang LC; Hsu CM
J Med Internet Res; 2020 Apr; 22(4):e15655. PubMed ID: 32286233
[TBL] [Abstract][Full Text] [Related]
11. Competency-based education calls for programmatic assessment: But what does this look like in practice?
Rich JV; Fostaty Young S; Donnelly C; Hall AK; Dagnone JD; Weersink K; Caudle J; Van Melle E; Klinger DA
J Eval Clin Pract; 2020 Aug; 26(4):1087-1095. PubMed ID: 31820556
[TBL] [Abstract][Full Text] [Related]
12. Implications of Entrustable Professional Activities for Motivation and Learning.
Sasek CA
J Physician Assist Educ; 2023 Mar; 34(1):15-19. PubMed ID: 36723431
[TBL] [Abstract][Full Text] [Related]
13. Association of Gender With Learner Assessment in Graduate Medical Education.
Klein R; Ufere NN; Rao SR; Koch J; Volerman A; Snyder ED; Schaeffer S; Thompson V; Warner AS; Julian KA; Palamara K;
JAMA Netw Open; 2020 Jul; 3(7):e2010888. PubMed ID: 32672831
[TBL] [Abstract][Full Text] [Related]
14. Educational Impact Drives Feasibility of Implementing Daily Assessment in the Workplace.
Nathoo NA; Sidhu R; Gingerich A
Teach Learn Med; 2020; 32(4):389-398. PubMed ID: 32129088
[No Abstract] [Full Text] [Related]
15. Simulation-based training in critical resuscitation procedures improves residents' competence.
Langhan TS; Rigby IJ; Walker IW; Howes D; Donnon T; Lord JA
CJEM; 2009 Nov; 11(6):535-9. PubMed ID: 19922713
[TBL] [Abstract][Full Text] [Related]
16. Promotion in Place: A Model for Competency-Based, Time-Variable Graduate Medical Education.
Goldhamer MEJ; Pusic MV; Nadel ES; Co JPT; Weinstein DF
Acad Med; 2024 May; 99(5):518-523. PubMed ID: 38285547
[TBL] [Abstract][Full Text] [Related]
17. Ability of Ophthalmology Residents to Self-Assess Their Performance Through Established Milestones.
Srikumaran D; Tian J; Ramulu P; Boland MV; Woreta F; Wang KM; Mahoney N
J Surg Educ; 2019; 76(4):1076-1087. PubMed ID: 30850245
[TBL] [Abstract][Full Text] [Related]
18. Incorporating Lifelong Learning From Residency to Practice: A Qualitative Study Exploring Psychiatry Learners' Needs and Motivations.
Sockalingam S; Soklaridis S; Yufe S; Rawkins S; Harris I; Tekian A; Silver I; Wiljer D
J Contin Educ Health Prof; 2017; 37(2):90-97. PubMed ID: 28562497
[TBL] [Abstract][Full Text] [Related]
19. Teaching Resident Self-Assessment Through Triangulation of Faculty and Patient Feedback.
Keister DM; Hansen SE; Dostal J
Teach Learn Med; 2017; 29(1):25-30. PubMed ID: 28001436
[TBL] [Abstract][Full Text] [Related]
20. "The Most Crushing Thing": Understanding Resident Assessment Burden in a Competency-Based Curriculum.
Ott MC; Pack R; Cristancho S; Chin M; Van Koughnett JA; Ott M
J Grad Med Educ; 2022 Oct; 14(5):583-592. PubMed ID: 36274774
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
