Zobrazeno 1 - 10
of 98
pro vyhledávání: '"Christina St-Onge"'
Publikováno v:
Canadian Medical Education Journal (2024)
Background: Creating new written-exam questions is a burdensome task for faculty members. While several guidelines exist, there had not been a previous attempt to streamline them in a user-friendly tool. We created the Written Exam Question Quality t
Externí odkaz:
https://doaj.org/article/8eeccb1386d74d4eba4cb1a8b72711b4
Publikováno v:
Canadian Medical Education Journal (2024)
Validity as a social imperative foregrounds the social consequences of assessment and highlights the importance of building quality into the assessment development and monitoring processes. Validity as a social imperative is informed by current asses
Externí odkaz:
https://doaj.org/article/84d3b0ed5a394518b25e93fd6944e74f
Publikováno v:
Canadian Medical Education Journal (2024)
Background: Educators now use reported observations when assessing trainees’ performance. Unfortunately, they have little information about how to design and implement assessments based on reported observations. Objective: The purpose of this sco
Externí odkaz:
https://doaj.org/article/ea00c8a6499a4e13a50284655395088a
Autor:
Martine Chamberland, Vanessa Beaudoin, Isabelle Boulais, Linda Bergeron, Christina St-Onge, Timothy Dubé
Publikováno v:
Canadian Medical Education Journal (2023)
Background: While educators observe gaps in clerkship students’ clinical reasoning (CR) skills, students report few opportunities to develop them. This study aims at exploring how students who used self-explanation (SE) and structured reflection (S
Externí odkaz:
https://doaj.org/article/973347a076564155a83be2f6c24772c5
Autor:
Joanie Poirier, Kathleen Ouellet, Valérie Désilets, Ann Graillon, Marianne Xhignesse, Christina St-Onge
Publikováno v:
Canadian Medical Education Journal (2023)
Background: While developing reflection skills is considered important by educators, the assessment of these skills is often associated with unintended negative consequences. In the context of a mandatory longitudinal course that aims to promote the
Externí odkaz:
https://doaj.org/article/8c3807404fb64d33a6c7452ff67f9ebd
Autor:
Doan Hoa Do, Sawsen Lakhal, Mikaël Bernier, Jasmine Bisson, Linda Bergeron, Christina St-Onge
Publikováno v:
BMC Medical Education, Vol 22, Iss 1, Pp 1-12 (2022)
Abstract Background Medical students need to acquire a continuously growing body of knowledge during their training and throughout their practice. Medical training programs should aim to provide students with the skills to manage this knowledge. Mobi
Externí odkaz:
https://doaj.org/article/17fa7f796d37470bbbb3b89a8348cd51
Autor:
Christina St-Onge
Publikováno v:
Canadian Medical Education Journal (2022)
The COVID-19 pandemic rushed licensure and certification institutions, as well as many university programs, to integrate Information and Communication Technologies (ICTs) in their practices to allow for remote administrations of their exams independe
Externí odkaz:
https://doaj.org/article/7c612322999b40a4b3bb202d7648c02e
Publikováno v:
Canadian Medical Education Journal (2022)
Introduction: Recently, validity as a social imperative was proposed as an emerging conceptualization of validity in the assessment literature in health professions education (HPE). To further develop our understanding, we explored the perceived acce
Externí odkaz:
https://doaj.org/article/5a77fb5d962842d99fe92595c2bedc9e
Publikováno v:
Health Professions Education, Vol 5, Iss 4, Pp 303-312 (2019)
Introduction: Learners’ perceptions of feedback can significantly undermine its impact. Consequently, some feedback has been known to fall on deaf ears. At times when stress is heightened, however, feedback may hold value for both learning purposes
Externí odkaz:
https://doaj.org/article/eac486eacdba4f8ab64b8037fc481310
Publikováno v:
Health Professions Education, Vol 5, Iss 3, Pp 237-247 (2019)
Context: Clinical reasoning is an essential skill to be learned by medical students, and thus requires to be assessed. Although written exams are widely used as one of the tools to assess clinical reasoning, there are no specific guidelines to help a
Externí odkaz:
https://doaj.org/article/e5575dd7e375445ab6eddb0753d0b3a1