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A Comparison of Resident-Completed and Preceptor-Completed Formative Workplace-Based Assessments in a Competency-Based Medical Education Program
CONCLUSIONS: Although we found differences in the progress level selected between preceptor-entered and resident-entered fieldnotes, small effect sizes suggest these differences may have little practical significance. Reasonable consistency between resident self-assessments and preceptor assessments suggests that benefits of guided self-assessment (eg, support of self-regulated learning, program efficacy monitoring) remain appealing despite potential risks.PMID:36098690 | DOI:10.22454/FamMed.2022.854689
Source: Family Medicine - September 13, 2022 Category: Primary Care Authors: Jonathon R Lee Shelley Ross Source Type: research
Exploration of exposure to artificial intelligence in undergraduate medical education: a Canadian cross-sectional mixed-methods study
Emerging artificial intelligence (AI) technologies have diverse applications in medicine. As AI tools advance towards clinical implementation, skills in how to use and interpret AI in a healthcare setting coul...
Source: BMC Medical Education - November 28, 2022 Category: Universities & Medical Training Authors: Aidan Pucchio, Raahulan Rathagirishnan, Natasha Caton, Peter J. Gariscsak, Joshua Del Papa, Jacqueline Justino Nabhen, Vicky Vo, Wonjae Lee and Fabio Y. Moraes Tags: Research Source Type: research
Words matter: Tracing the implicit meaning of diversity language (and its absence) in medical school mission statements
This study examines whether and to what extent social justice, diversity, equity, and inclusion have made it into the formal public statements of organizational purpose and identity over the last several years. Mission statements were extracted manually from the 2007, 2017, and 2021 AAMCs Medical School Admission Requirements (MSAR) database for both U.S. and Canadian M.D. granting medical schools. Then each mission statement version was coded for the presence and degree of diversity language including words like social justice, diversity, equity, and inclusion using an agreed-upon lexicon. Frequencies and within school ch...
Source: Journal of the National Medical Association - December 30, 2022 Category: General Medicine Authors: Jennifer Dens Higano Jon C Tilburt Frederic W Hafferty Source Type: research
The influence of resident and faculty gender on assessments in anesthesia competency-based medical education
ConclusionWe found no gender-based differences in entrustment ratings for both the ACEA and EPAs, which suggests an absence of resident gender bias within this CBME system. Given considerable heterogeneity in rater leniency, future work would be strengthened by using rater leniency-adjusted scores rather than raw scores.
Source: Canadian Journal of Anesthesia - May 10, 2023 Category: Anesthesiology Source Type: research
“We have been forced to move away from home”: print news coverage of Canadians studying abroad at Caribbean offshore medical schools
Canadian international medical graduates are Canadian-citizens who have graduated from a medical school outside of Canada or the United States. A growing number of Canadians enroll in medical school abroad, in...
Source: BMC Medical Education - November 23, 2017 Category: Universities & Medical Training Authors: Jeffrey Morgan, Valorie A. Crooks and Jeremy Snyder Tags: Research article Source Type: research
Predictors of medical student interest in Indigenous health learning and clinical practice: a Canadian case study
Including content on Indigenous health in medical school curricula has become a widely-acknowledged prerequisite to reducing the health disparities experienced by Indigenous peoples in Canada. However, little ...
Source: BMC Medical Education - December 14, 2018 Category: Universities & Medical Training Authors: Sharon Yeung, Amy Bombay, Chad Walker, Jeff Denis, Debbie Martin, Paul Sylvestre and Heather Castleden Tags: Research article Source Type: research
