Review
Education, Scientific Disciplines
Navdeep S. Sidhu, Kara J. Allen, Nina Civil, Charlotte S. H. Johnstone, Maggie Wong, Jennifer A. Taylor, Katherine Gough, Maurice Hennessy
Summary: This study identified distinct competency domains for educators in healthcare, providing guidance for the development and evaluation of competency frameworks.
Article
Medicine, General & Internal
Mauricio J. Kahn, Carlos A. Estrada, Lisa L. Willett, Ryan R. Kraemer
Summary: This study describes a one-month medical education curriculum for senior residents and found that participants showed significantly increased self-perceptions of teaching knowledge, confidence, and skills after completing the course, indicating effectiveness of the curriculum in enhancing teaching behaviors.
AMERICAN JOURNAL OF THE MEDICAL SCIENCES
(2021)
Article
Education & Educational Research
Jane McKenzie-White, Aloysius G. Mubuuke, Sara Westergaard, Ian G. Munabi, Robert C. Bollinger, Robert Opoka, Scovia N. Mbalinda, David Katete, Yukari C. Manabe, Sarah Kiguli
Summary: This study evaluated whether the assessment methods within the MBChB curriculum at Makerere University College of Health Sciences addressed the stated competencies. The study found that CBME was successfully implemented, with almost all established competencies being assessed. Faculty members acknowledged the importance of CBME but expressed the need for further training to improve the implementation of competency-based assessments.
BMC MEDICAL EDUCATION
(2022)
Article
Veterinary Sciences
Jared A. Danielson
Summary: This perspective explores six key assumptions of a competency-based approach to medical-sciences education, as they relate to veterinary medical education. While available research does not unequivocally support all six assumptions, overall the potential benefits of adopting a competency-based approach seem promising for veterinary medical education.
FRONTIERS IN VETERINARY SCIENCE
(2021)
Article
Education & Educational Research
D. A. Sims, F. J. Cilliers
Summary: A phenomenographic study was conducted to explore clinician-educators' conceptions of assessment in medical education. Four different conceptions of assessment were identified, along with six dimensions that describe and distinguish each conception. The study found evidence of a relationship between conceptions and assessment practice, suggesting that targeting conceptions during faculty development could enhance assessment practice.
ADVANCES IN HEALTH SCIENCES EDUCATION
(2023)
Review
Veterinary Sciences
Kristin P. Chaney, Jennifer L. Hodgson
Summary: In recent years, veterinary education has been transitioning to competency-based models, inspired by medical education. Implementing competency-based veterinary education is important but challenging, and maintaining educational quality is crucial during the implementation process.
FRONTIERS IN VETERINARY SCIENCE
(2021)
Article
Health Care Sciences & Services
Anna Chang, Reena Karani, Gurpreet Dhaliwal
Summary: Academic clinician-educators face challenges in the promotion process due to the mismatch between their contributions to the academic mission and traditional promotion criteria. Inconsistencies and inequalities persist despite efforts to address the issue. The authors propose five steps to revolutionize academic advancement for clinician-educators and ensure equity.
JOURNAL OF GENERAL INTERNAL MEDICINE
(2023)
Review
Anesthesiology
Jennifer M. Weller, Ties Coomber, Yan Chen, Damian J. Castanelli
Summary: Specialist training bodies have been developing innovative methods of workplace assessment tools to meet the requirements of competency-based medical education. A recent review identified 30 innovative WBA tools, categorised across seven dimensions, which highlighted the interdependencies and trade-offs in their design. This study emphasizes the importance of deliberate consideration of tool characteristics to suit the local context.
BRITISH JOURNAL OF ANAESTHESIA
(2021)
Article
Education, Scientific Disciplines
Jing Ye, Wenwen Tao, Lili Yang, Yiqing Xu, Na Zhou, Jinyun Wang
Summary: This study conducted research on the core competencies for clinical nurse educators in China, using focus group interviews and the e-Delphi method. It resulted in a set of core competencies for clinical nurse educators, which can provide valuable information for the selection, training, and evaluation of clinical nurse educators.
NURSE EDUCATION TODAY
(2022)
Article
Education, Scientific Disciplines
Warren J. Cheung, Andrew K. Hall, Alexandra Skutovich, Stacey Brzezina, Timothy R. Dalseg, Anna Oswald, Lara J. Cooke, Elaine Van Melle, Stanley J. Hamstra, Jason R. Frank
Summary: This study evaluated the readiness of Canadian postgraduate training programs to implement Competence by Design (CBD), a model of Competency-Based Medical Education (CBME). The majority of respondents were supportive of successful CBD implementation, but there were also challenges that need to be addressed for future improvement.
Review
Education, Scientific Disciplines
Yihan Yang, Katherine Gielissen, Bryan Brown, Judy M. Spak, Donna M. Windish
Summary: This study characterized the structure, content, instructional methods, and outcomes of longitudinal Graduate Medical Education (GME) clinician-educator curricula. The review found that these curricula included important skills such as experiential teaching, scholarly projects, and exposure to educator communities. Most outcomes were positive, focusing on learner satisfaction and behavior change.
Article
Education & Educational Research
Oona Janssens, Mieke Embo, Martin Valcke, Leen Haerens
Summary: This study aims to explore how students, mentors, and educators from different healthcare disciplines perceive the implementation of competency-based education (CBE) in work-integrated learning. The study found that there are barriers to CBE implementation, such as difficulties in finding the predefined competency overview and unclear formulation of learning goals. These barriers result in a fragmentation of current work-integrated learning and hinder the effective implementation of CBE.
BMC MEDICAL EDUCATION
(2023)
Article
Radiology, Nuclear Medicine & Medical Imaging
Elana B. Smith, Alexis Boscak, Eric M. Friedman, Shterna Frand, Lori A. Deitte, Thad Benefield, Sheryl Jordan
Summary: The COVID-19 pandemic has had a significant impact on medical student education, particularly in the field of radiology. Faculty were able to adapt courses to an online environment and utilize interactive lectures, self-directed learning, flipped classroom sessions, and virtual readouts. Hybrid rotations with both on-site and online elements may offer the best options for medical students.
ACADEMIC RADIOLOGY
(2022)
Review
Education, Scientific Disciplines
Angela R. Schneider, Tejeswin Sharma, Anindita Bhattacharya, Allison Brown
Summary: This narrative review investigated the relationship between social accountability (SA) and competency-based medical education (CBME). Three main descriptions of the relationship were identified: CBME as a driver for SA, CBME as a mechanism for enhancing medical training to meet SA standards, and CBME as a tool to measure SA through measurable outcomes data.
Article
Nursing
Sujin Shin, Youngmi Kang, Eun Hee Hwang, Jeonghyun Kim
Summary: This study aimed to examine differences in personal characteristics, core practice competency, and role stress among clinical nurse educators based on their levels of teaching efficacy. The results showed that teaching efficacy was associated with age, clinical experience, educational background, and professional development.
JOURNAL OF CLINICAL NURSING
(2021)
Article
Health Care Sciences & Services
Leslie Carstensen Floren, Amy Louise Pittenger, Olle ten Cate, David M. Irby
Summary: This paper describes the development and preliminary validity evidence for a Tool for Observing Construction of Knowledge in Interprofessional teams (TOCK-IP). The tool showed fair agreement among faculty raters and high agreement between raters' scores and consensus rating. Faculty supported the feasibility and utility of the tool.
JOURNAL OF INTERPROFESSIONAL CARE
(2023)
Article
Education, Scientific Disciplines
Lynnea M. Mills, Patricia S. O'Sullivan, Olle ten Cate, Christy Boscardin
Summary: Feedback orientation is a valuable concept to understand medical learners' attitudes toward feedback's role in their development. The study found that medical learners' overall feedback orientation remains mostly stable throughout their training, with utility being the highest domain and feedback self-efficacy being the lowest.
Article
Health Care Sciences & Services
Kelly Shinkaruk, Eloise Carr, Jocelyn M. Lockyer, Kent G. Hecker
Summary: Workplace-based learning allows medical students to develop interprofessional competencies by actively participating in interprofessional learning activities. This study used Situated Learning Theory to investigate how interacting with interprofessional teams contributes to the development of a broader health care professional identity. Through interviews and questionnaires, the researchers identified key themes and factors that support the development of an extended professional identity. These findings help explain the processes by which students acquire interprofessional collaboration competence.
JOURNAL OF INTERPROFESSIONAL CARE
(2023)
Article
Education, Scientific Disciplines
Inge Pool, Saskia Hofstra, Marieke van der Horst, Olle ten Cate
Summary: Healthcare has become highly specialized, with specialists playing a crucial role in delivering high-quality care. However, this specialization has also led to fragmentation, with professionals often trained in separate postgraduate programs and facing challenges in collaboration. The concept of transdisciplinary entrustable professional activities (EPAs) has been proposed to enhance collaboration and flexibility in healthcare education. This paper discusses the practical and conceptual issues surrounding transdisciplinary EPAs and their potential impact on professional identity.
Article
Education, Scientific Disciplines
Adrian Philipp Marty, Machelle Linsenmeyer, Brian George, John Q. Young, Jan Breckwoldt, Olle ten Cate
Summary: With the rise of competency-based medical education and workplace-based assessment, assessment methods have been extensively discussed. Direct observation and other sources of information have become standard in many clinical programs. Entrustable professional activities have become a central focus in clinical workplace assessment. The use of digital technology has rendered paper and pencil observation obsolete, and mobile technology has become indispensable for documentation and assessment at the point of care.
Article
Multidisciplinary Sciences
Susan Humphrey-Murto, Seung Ho Lee, Michael Gottlieb, Tanya Horsley, Bev Shea, Karine J. Fournier, Christopher Tran, Teresa Chan, Timothy Wood, Olle ten Cate
Summary: This study aims to explore the use of virtual NGT in research. The study will use literature review and online interviews to answer questions about the extent of virtual NGT usage, modifications made to accommodate the online format, and the advantages and disadvantages compared to face-to-face mode.
Article
Education & Educational Research
Olle ten Cate, Hilliard Jason
Summary: The history of medical education scholarship is often overlooked and the impact of non-active medical education researchers may be unknown. This paper discusses the contributions of Dr. Harmen Tiddens to Utrecht and Maastricht Universities, where he established an environment and support for influential work. As the founding Dean of Maastricht's new medical school, Dr. Tiddens facilitated educational principles that became exemplary internationally.
ADVANCES IN HEALTH SCIENCES EDUCATION
(2023)
Article
Computer Science, Interdisciplinary Applications
Terence Ma, Olle Ten Cate
Summary: This paper discusses a job activity framework called entrustable professional activities (EPAs) used in medical education, and explores its potential application in other industries to provide employers with information about a prospective employee's ability to perform required job activities.
INTERNATIONAL JOURNAL OF INFORMATION AND LEARNING TECHNOLOGY
(2023)
Article
Education, Scientific Disciplines
Leslie Carstensen Floren, Amy L. L. Pittenger, Ingeborg Wilting, David . M. Irby, Olle ten Cate
Summary: This study investigates workplace-based interactions between residents and pharmacists, finding differences between US and Dutch residents in their engagement with pharmacists and medication resources. While US residents reported positive impacts of informal interactions with pharmacists on their learning, Dutch residents did not confirm this. Designing training programs to include opportunities for interactions with pharmacists could potentially improve residents' informal workplace learning.
MEDICAL SCIENCE EDUCATOR
(2023)
Editorial Material
Health Care Sciences & Services
Jan C. Frich, Dominique Allwood, Jamiu O. Busari, Ming-Ka Chan, Amelia Compagni, Rachel Gemine, Indra Joshi, Robert Klaber, Benjamin Laker, Erwin Loh, Oscar Lyons, Aoife Molloy, James Mountford, Amit Nigam, Rachael Moses, Julie-Lyn Noel, Iain Smith, Janice St John-Matthews, Catherine Stoddart, Charlotte Emily Williams
Article
Pharmacology & Pharmacy
Olle ten Cate, Jennie B. Jarrett
Summary: Entrustable Professional Activities (EPAs) and entrustment decision making are becoming mainstream in competency-based education in the health professions. However, the issue arises whether students can have autonomy in practice without licensure. Graduating learners without experience of responsibility and reasonable autonomy may jeopardize patient safety after training. Programs need to find a balance between using EPAs and ensuring patient safety.
Article
Emergency Medicine
Tamara McColl, Quinten Paterson, Stella Yiu, Alkarim Velji, Rob Woods, Jason Frank, Kirk Magee, Avik Nath, Mackenzie Russell, Lisa Thurgur, Daniel K. Ting, Fareen Zaver, Warren J. Cheung
Summary: The objective of this study was to develop 14 best practice recommendations to enhance the transition to practice phase of emergency medicine training and the career period of junior attending physicians. These recommendations were based on a literature review, survey results, and expert discussions, and were presented and discussed at a symposium attended by members of the Canadian emergency medicine community.
CANADIAN JOURNAL OF EMERGENCY MEDICINE
(2023)
Article
Nursing
Inge A. Pool, Helma van Zundert, Olle ten Cate
Summary: EPAs are increasingly being used in nursing education for training and assessment purposes. The Dutch postgraduate nursing education landscape was redesign using EPAs through collaboration between training hospitals and education institutions.
INTERNATIONAL NURSING REVIEW
(2023)
Article
Education & Educational Research
Marjel van Dam, Hanneke van Hamersvelt, Lisette Schoonhoven, Reinier G. G. Hoff, Olle ten Cate, Marije P. P. Hennus
Summary: This study aims to explore the nature, aspects, and key features of supervision under highly demanding circumstances among certified and redeployed healthcare professionals on COVID-19 ICUs. The study found that efforts should primarily focus on factors that are within a supervisor or trainee's span of control to ensure good clinical supervision.
MEDICAL EDUCATION ONLINE
(2023)
Article
Education, Scientific Disciplines
Lauren A. Maggio, Joseph A. Costello, Anton B. Ninkov, Jason R. Frank, Anthony R. Artino
Summary: This study examines the interdisciplinary nature of medical education research by analyzing the citations of articles in medical education journals. The results indicate that medical education research shows increasing interdisciplinarity over time, with a growing diversity of topics and represented categories. This suggests the potential and opportunities for enhanced interdisciplinary collaborations in the field of medical education.
PERSPECTIVES ON MEDICAL EDUCATION
(2023)