Zobrazeno 1 - 10
of 296
pro vyhledávání: '"Timothy J Wood"'
Autor:
Hedva Chiu, Timothy J. Wood, Adam Garber, Samantha Halman, Janelle Rekman, Wade Gofton, Nancy Dudek
Publikováno v:
BMC Medical Education, Vol 24, Iss 1, Pp 1-11 (2024)
Abstract Background Workplace-based assessment (WBA) used in post-graduate medical education relies on physician supervisors’ feedback. However, in a training environment where supervisors are unavailable to assess certain aspects of a resident’s
Externí odkaz:
https://doaj.org/article/dabe5c27c50140f1be70ed2b657e17ca
Autor:
Mario Corrado, Carlyn McNeely, Isabelle Lefebvre, Rikesh Raichura, Bryce JM Bogie, Timothy J Wood
Publikováno v:
Canadian Medical Education Journal (2024)
Implication Statement The development of multiple-choice questions (MCQs) for undergraduate medical education study purposes is resource intensive. Commercially available question banks are typically expensive, only available in English, and may no
Externí odkaz:
https://doaj.org/article/af34d9d8854d4cadbbc544673a3d5d37
Autor:
Douglas Archibald, Rachel Grant, Delphine S. Tuot, Clare Liddy, Justin L. Sewell, David W. Price, Roland Grad, Scott A. Shipman, Craig Campbell, Sheena Guglani, Timothy J. Wood, Erin Keely
Publikováno v:
BMC Primary Care, Vol 24, Iss 1, Pp 1-12 (2023)
Abstract Background Electronic consultation (eConsult) programs are crucial components of modern healthcare that facilitate communication between primary care providers (PCPs) and specialists. eConsults between PCPs and specialists. They also provide
Externí odkaz:
https://doaj.org/article/c0aff238cb964655a5c16b98f458fa79
Autor:
Susan Humphrey-Murto, Seung Ho Lee, Michael Gottlieb, Tanya Horsley, Bev Shea, Karine Fournier, Christopher Tran, Teresa Chan, Timothy J Wood, Olle Ten Cate
Publikováno v:
PLoS ONE, Vol 18, Iss 1, p e0280764 (2023)
IntroductionConsensus group methods such as the Nominal Group Technique (NGT) and Delphi method are commonly used in research to elicit and synthesize expert opinions when evidence is lacking. Traditionally, the NGT involves a face-to-face interactio
Externí odkaz:
https://doaj.org/article/5ca3c63486e94d03ac695ea997e95c7f
Publikováno v:
Canadian Medical Education Journal (2022)
Background: Competence by design (CBD) residency programs increasingly depend on tools that provide reliable assessments, require minimal rater training, and measure progression through the CBD milestones. To assess intraoperative skills, global rati
Externí odkaz:
https://doaj.org/article/4f75cba14ad946638f7a8e8c31c4e7a2
Publikováno v:
Canadian Medical Education Journal (2022)
Implication Statement All Ontario medical schools have a mandatory preclerkship rural placement. Despite these mandatory placements, there is a lack of Canadian rural medicine pre-departure training for students. We describe a virtual self-learning
Externí odkaz:
https://doaj.org/article/ab3f9ba50fc643fba8a044333ea9dfd4
Publikováno v:
Canadian Medical Education Journal, Vol 11, Iss 6 (2020)
Background: Prior studies have shown that most conference submissions fail to be published. Understanding factors that facilitate publication may be of benefit to authors. Using data from the Canadian Conference on Medical Education (CCME), our goal
Externí odkaz:
https://doaj.org/article/a3f97f933ade469083387c08fac025e1
Publikováno v:
MedEdPublish, Vol 8, Iss 1 (2019)
Objective: To evaluate the SAGE program five years following implementation. Methods: Our program evaluation was based on Guskey’s five-level framework for evaluation of professional development. Residents and supervisors were invited to partic
Externí odkaz:
https://doaj.org/article/6547dccca9f740be8269b39d9ef7ce03
Publikováno v:
MedEdPublish, Vol 8, Iss 1 (2019)
Introduction: With the advent of competency-based medical education there is an emphasis on formative workplace based assessment. The quality of these assessments is a concern for medical educators and their trainees. Faculty development (FD) strateg
Externí odkaz:
https://doaj.org/article/fce68961ddf14089a8ffe16b28cb48c3
Publikováno v:
Journal of Surgical Education. 78:1666-1675
Most work-place based assessment relies on physician supervisors making observations of residents. Many areas of performance are not directly observed by physicians but rather by other healthcare professionals, most often nurses. Assessment of reside