Zobrazeno 1 - 10
of 30
pro vyhledávání: '"Kelly J. Caverzagie"'
Autor:
Jed D. Gonzalo, Michael Dekhtyar, Kelly J. Caverzagie, Barbara K. Grant, Steven K. Herrine, Abraham M. Nussbaum, Darlene Tad‐y, Earla White, Daniel R. Wolpaw
Publikováno v:
Learning Health Systems, Vol 5, Iss 4, Pp n/a-n/a (2021)
Abstract Introduction Academic health centers are poised to improve health through their clinical, education, and research missions. However, these missions often operate in silos. The authors explored stakeholder perspectives at diverse institutions
Externí odkaz:
https://doaj.org/article/3f4052e070434559b031770de4b50b52
Autor:
Kavitha Selvan, Ashley Clark, Ryan Walters, Snigdha Jain, Viren Kaul, Jeremy B. Richards, Kelly J. Caverzagie, Gary Beck Dallaghan, Nancy H. Stewart
Publikováno v:
ATS Scholar. 3:352-357
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::95b4c5b23df27f3070f9c217c4cbd00f
https://doi.org/10.34197/ats-scholar.2022-0019br
https://doi.org/10.34197/ats-scholar.2022-0019br
Autor:
Seetha U. Monrad, George C. Mejicano, Kelly J. Caverzagie, Kimberly D. Lomis, Karen E. Hauer, Martin V. Pusic
Publikováno v:
Medical Teacher. 43:S7-S16
In 2010, several key works in medical education predicted the changes necessary to train modern physicians to meet current and future challenges in health care, including the standardization of learning outcomes paired with individualized learning pr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::da4df8f4c7c04ad4d483d611ac2ca8e4
https://doi.org/10.1080/0142159x.2021.1924364
https://doi.org/10.1080/0142159x.2021.1924364
Autor:
Kelly J. Caverzagie, Brent Thoma, Linda Snell, Ingrid Philibert, Jonas Nordquist, Saleem Razack, Ming Ka Chan, Jena Hall
Publikováno v:
Medical Teacher. 41:366-372
Learning in a clinical context is foundational in the training of health professionals; there is simply no alternative. The subject of the clinical learning environment (CLE) is at the forefront of discussions. In this introduction to a themed issue
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f20b51538091ce1ee35dd7adf395ff27
https://doi.org/10.1080/0142159x.2019.1566601
https://doi.org/10.1080/0142159x.2019.1566601
Publikováno v:
Medical Teacher. 41:375-379
The clinical learning environment for the postgraduate education of physicians significantly influences the learning process and the outcomes of learning. Two critical aspects of the learning environment, when viewed through a psychology lens are (1)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b6b3299e3f87e7ebe1b0cb2e6372b745
https://doi.org/10.1080/0142159x.2019.1567910
https://doi.org/10.1080/0142159x.2019.1567910
Autor:
Peter C. Ferguson, William Iobst, Kenneth A. Harris, Jamiu O. Busari, M. Dylan Bould, Olle ten Cate, Carol Carraccio, Kelly J. Caverzagie, Markku T Nousiainen, Jason R. Frank, Jacques Bouchard, Shelley Ross
Publikováno v:
Medical Teacher, 39(6), 588-593. Routledge/Taylor & Francis Group
Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b79701f85aecdc12e82613e287d0774c
https://doi.org/10.1080/0142159x.2017.1315075
https://doi.org/10.1080/0142159x.2017.1315075
Autor:
Janice L Gilden, Heather Laird-Fick, Jillian S. Catalanotti, Kelly J. Caverzagie, Katherine Walsh, Alpesh Amin, Steve F. Vinciguerra
Publikováno v:
The American Journal of Medicine. 130:237-242
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fe757bc33fcb9a910b0ab2504bdbeff0
https://doi.org/10.1016/j.amjmed.2016.10.003
https://doi.org/10.1016/j.amjmed.2016.10.003
Publikováno v:
Medical Education
Removed from classrooms and clinics amid the COVID‐19 pandemic, health professions students have answered the call to serve alternate roles by rapidly mobilizing to address health system and community‐identified needs in innovative ways. Many ins
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4d68a42058eace2bfd12e95e02d6dd8d
https://doi.org/10.1111/medu.14265
https://doi.org/10.1111/medu.14265
Autor:
John P. Moriarty, Kelly J. Caverzagie, Alwin F. Steinmann, Sara L Wallach, Richard M. Wardrop, Susan Lane, Jeffrey R. Jaeger, Niraj Sharma, John Donnelly, Heather Laird-Fick, Darilyn V. Moyer
Publikováno v:
Academic medicine : journal of the Association of American Medical Colleges. 93(7)
Graduate medical education (GME) in the United States is financed by contributions from both federal and state entities that total over $15 billion annually. Within institutions, these funds are distributed with limited transparency to achieve ill-de
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bf7afd669f64ed6dfa673a6e9e48f6ec
https://pubmed.ncbi.nlm.nih.gov/29239903
https://pubmed.ncbi.nlm.nih.gov/29239903
Publikováno v:
Academic Medicine. 90:1224-1230
Funding for graduate medical education (GME) and undergraduate medical education (UME) in the United States is being debated and challenged at the national and state levels as policy makers and educators question whether the multibillion dollar inves
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::24f19ddefbee29324209b226c7486054
https://doi.org/10.1097/acm.0000000000000816
https://doi.org/10.1097/acm.0000000000000816