Zobrazeno 1 - 10
of 32
pro vyhledávání: '"Katharine Reid"'
Publikováno v:
BMC Medical Education, Vol 23, Iss 1, Pp 1-9 (2023)
Abstract Background Limited data exists regarding the perspectives of newly graduated dental practitioners (NGDPs) and final-year students (FYS) about their preparedness for dental practice. This information is crucial to inform developments in ongoi
Externí odkaz:
https://doaj.org/article/425566ed719349b3a90d15e6599345f5
Autor:
Rodrigo Mariño, Clare Delany, David J. Manton, Katharine Reid, Julie Satur, Felicity Crombie, Rebecca Wong, Clare McNally, Geoffrey G. Adams, Diego Lopez, Antonio Celentano, Mathew Lim, Mike Morgan
Publikováno v:
BMC Medical Education, Vol 22, Iss 1, Pp 1-12 (2022)
Abstract Background The current study explored the perspectives of preparedness for dental practice from a range of relevant stakeholders (i.e., educators, employers, final-year students, graduates, practitioners, and professional associations) using
Externí odkaz:
https://doaj.org/article/edc030619e7e47698b7d184e7439d7d2
Publikováno v:
Medical Education Online, Vol 21, Iss 0, Pp 1-5 (2016)
Background: To ensure the rigour of objective structured clinical examinations (OSCEs) in assessing medical students, medical school educators must educate examiners with a view to standardising examiner assessment behaviour. Delivering OSCE examiner
Externí odkaz:
https://doaj.org/article/6708a6cde64d44de82c39cf3ff22bec8
Publikováno v:
Journal of Veterinary Medical Education.
Accreditation has a central role in the quality assurance of professional education programs, but research on the effectiveness of different models of accreditation is limited. The purpose of this study was to rapidly appraise the evidence for the ef
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::24214e692fa62d73e766168127f410c1
https://doi.org/10.3138/jvme-2022-0110
https://doi.org/10.3138/jvme-2022-0110
Autor:
Anthea Dallas, Wei Gin Samantha Hiew, Brittany Kay, Hannah Jackson, Katharine Reid, Jennifer Presser, Robyn Woodward-Kron
Publikováno v:
Australian journal of general practice. 51(3)
Medical students can make valuable contributions to patient care during clinical placements. The aim of this study was to investigate student perceptions of the value of general practice placements for their learning, and their sense of contribution
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::934054676a65fcc22147d0ab5b195828
https://pubmed.ncbi.nlm.nih.gov/35224586
https://pubmed.ncbi.nlm.nih.gov/35224586
Publikováno v:
Medical educationREFERENCE. 55(5)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cb4e7381a2271896cf4b8a294ff2046e
https://pubmed.ncbi.nlm.nih.gov/33684966
https://pubmed.ncbi.nlm.nih.gov/33684966
Publikováno v:
Medical teacher. 43(5)
A programmatic approach to assessment entails gathering and aggregating 'rich information' on candidates to inform progress decisions. However, there is little guidance on how such an approach might be implemented in practice.We describe an approach
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a59d2a0785fa6654c998eff621ccb398
https://pubmed.ncbi.nlm.nih.gov/33556294
https://pubmed.ncbi.nlm.nih.gov/33556294
Publikováno v:
MedEdPublish. 9
Objective Structured Clinical Examinations (OSCEs) are extensively used for clinical assessment in the health professions. However, current social distancing requirements (including on-campus bans) at many universities have made the co-location of pa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::96e1e33d0d504c340bcc40509e1a3126
https://doi.org/10.15694/mep.2020.000214.1
https://doi.org/10.15694/mep.2020.000214.1
Publikováno v:
Medical Teacher. :1-9
Objective: To identify and explore variations in intern (Postgraduate Year 1 doctors) exposure to clinical activities defined by an established early postgraduate curriculum within the contemporary health service environment. Methods: A mixed methods
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f318e1e90cc7633c5dc50b5544c09ae6
https://doi.org/10.1080/0142159x.2017.1322191
https://doi.org/10.1080/0142159x.2017.1322191
Publikováno v:
Journal of Medical Education and Curricular Development, Vol 6 (2019)
Journal of Medical Education and Curricular Development
Journal of Medical Education and Curricular Development
Background: Development of diagnostic reasoning (DR) is fundamental to medical students’ training, but assessing DR is challenging. Several written assessments focus on DR but lack the ability to dynamically assess DR. Oral assessment formats have
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::09ec553763fc858bf373983b2e5fdd60
https://doaj.org/article/c6433ff89de14efa861b0b23dd003288
https://doaj.org/article/c6433ff89de14efa861b0b23dd003288