医学教育つれづれ

医学教育に関する論文のPOINTを書き出した備忘録的なブログです。

評価

COVID 19: オンラインMMIの設計と実施

COVID 19: Designing and conducting an online mini-multiple interview (MMI) in a dynamic landscapeJennifer ClelandORCID Icon, Jowe Chu, Samuel Lim, Jamie Low, Naomi Low-Beer & Tong Kiat KwekPublished online: 15 May 2020Download citation htt…

医療従事者教育で使用するための簡易学習環境測定法の開発:Healthcare Education Micro Learning Environment Measure(HEMLEM)の開発

Development of a brief learning environment measure for use in healthcare professions education: the Healthcare Education Micro Learning Environment Measure (HEMLEM) R. Isba, C. Rousseva, K. Woolf & L. Byrne-Davis BMC Medical Education vol…

Online e-Assessment. AMEEガイドNo.39

Online eAssessment: AMEE Guide No. 39Reg Dennick, Simon Wilkinson & Nigel PurcellPages 192-206 | Published online: 03 Jul 2009Download citation https://doi.org/10.1080/01421590902792406 https://www.tandfonline.com/doi/full/10.1080/01421590…

OSCEによる高度なコミュニケーション能力の評価。教員と自己、ピア、標準化された患者評価者との比較

Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient AssessorsJaideep S. TalwalkarORCID Icon, Tanya D. Murtha, Stephanie Prozora, Auguste…

現場での研修生のパフォーマンスに関する短いフィードバックの評価を目的としたスコアリングシステムの有効性

The Quality of Assessment of Learning (Qual) Score: Validity Evidence for a Scoring System Aimed at Rating Short, Workplace-Based Comments on Trainee PerformanceTeresa M. ChanORCID Icon, Stefanie S. Sebok-Syer, Christopher SampsonORCID Ico…

OSCE評価でのピア評価は?

Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study Simon Schwill, Johanna Fahrbach-Veeser, Andreas Moeltner, Christiane Eicher, Sonia Kurczyk, David Pfisterer, Joachim Szecsenyi & Svetla Lo…

研修医の学習目標の特性と質について

Characteristics and quality of rotation-specific resident learning goals: a prospective studyAdam P. Sawatsky, Andrew J. Halvorsen, Paul R. Daniels, Sara L. Bonnes, Meltiady Issa, John T. Ratelle, show allArticle: 1714198 | Received 17 Jul…

スマートフォンによる講義の即時フィードバック

Immediate feedback of lectures by smartphonesIngrid Peroz[1], Klaus Donandt[2]Institution: 1. Charité - Universitätsmedizin Berlin, Department of Prosthodontics, Gerodontology and Craniomandibular Disorders, 2. Krankenhaus Waldfriede, Hand…

卒後の学習環境に対する研修医の評価の信頼性

Reliability of residents’ assessments of their postgraduate medical education learning environment: an observational study Paul L. P. Brand, H. Jeroen Rosingh, Maarten A. C. Meijssen, Ingrid M. Nijholt, Saskia Dünnwald, Jelle Prins & Johan…

臨床的優先順位付けの質問:不確実性の許容を促進するための新しい評価ツール?

Clinical prioritisation questions: A novel assessment tool to encourage tolerance of uncertainty?Amir H. Sam, Rebecca K. Wilson, Martin Lupton, Colin Melville, Omid Halse, Joanne Harris & show allPublished online: 09 Dec 2019Download citat…

programmatic assessmentのための学習者パフォーマンスダッシュボードの作成

Creating a learner performance dashboard for programmatic assessmentSally A Santen Leif Myklebust Clare Cabrera Johmarx Patton … See all authors First published: 12 November 2019 https://doi.org/10.1111/tct.13106 https://onlinelibrary.wile…

学習者を評価するときの信頼の確立:障壁と機会

Establishing Trust When Assessing Learners: Barriers and OpportunitiesDolan, Brigid M. MD, MEd; Arnold, Jason MD; Green, Marianne M. MD Academic Medicine: December 2019 - Volume 94 - Issue 12 - p 1851-1853doi: 10.1097/ACM.0000000000002982 …

entrustabilityという言葉に関して

When I say … entrustabilityOlle ten Catehttps://doi.org/10.1111/medu.14005 https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14005?af=R Entrustableは、プロの活動​​の特性として造られ、研修医への委任の決定に適した活動を認定しました。 現…

臨床実習の高評価を決定する学生の因子は?

Which Student Characteristics Are Most Important in Determining Clinical Honors in Clerkships? A Teaching Ward Attending PerspectiveHerrera, Lauren Nicholas MD; Khodadadi, Ryan MD; Schmit, Erinn MD; Willig, James MD, MSPH; Hoellein, Andrew…

教育的介入としてのreflecting teamの評価

Evaluation of the reflecting team as an educational interventionRupal ShahReceived 07 Aug 2019, Accepted 21 Sep 2019, Published online: 30 Sep 2019Download citation https://doi.org/10.1080/14739879.2019.1672105 https://www.tandfonline.com/…

Keganの成人発達モデルを使用して、医学における個人的および職業的アイデンティティ形成を理解する

Minding the Form That Transforms: Using Kegan’s Model of Adult Development to Understand Personal and Professional Identity Formation in MedicineLewin, Linda Orkin MD; McManamon, Alyssa MD; Stein, Michael T.O. MD; Chen, Donna T. MD, MPH Ac…

多肢選択質問のオプションの数に関する議論、選択肢は可変的である。

Adding to the debate on the numbers of options for MCQs: the case for not being limited to MCQs with three, four or five optionsMike Tweed BMC Medical Educationvolume 19, Article number: 354 (2019) bmcmededuc.biomedcentral.com 背景 質問と…

短時間の教育セッションは救急での行動を変える

Brief teaching sessions change behaviour in A&E Alexander Grant Matthew Stuttard Thomas MitchellFirst published: 09 October 2018 https://doi.org/10.1111/tct.12943 https://onlinelibrary.wiley.com/doi/full/10.1111/tct.12943?af=R 背景 救急部…

医療従事者プログラムにおけるアウトカム基盤型教育への制度的アプローチのための12のヒント

Twelve tips for institutional approach to outcome-based education in health professions programmesHui Meng ErORCID Icon, Vishna Devi NadarajahORCID Icon, Yu Sui Chen, Snigdha MisraORCID Icon, Joachim Perera, Sneha Ravindranath & show allPu…

医療能力主義の神話を超えて

Beyond the cultural myth of medical meritocracy Saleem Razack Torsten Risør Brian Hodges Yvonne SteinertFirst published: 29 August 2019https://doi.org/10.1111/medu.13871 https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13871?af=R 背景…

OSCEをビデオ化する必要がありますか?

Should we video OSCEs for student appeals? Rhianna Hogley Harish Thampy Pip FisherFirst published: 06 August 2019https://doi.org/10.1111/tct.13062 https://onlinelibrary.wiley.com/doi/full/10.1111/tct.13062 背景 OSCEの実施で、時に試験官のス…

臨床能力を評価するためのデジタルデバイス

A digital resource to assess clinical competency Kwang Meng Cham Anthea L CochraneFirst published: 29 May 2019 https://doi.org/10.1111/tct.13030 https://onlinelibrary.wiley.com/doi/full/10.1111/tct.13030 背景 客観的構造化臨床検査(OSCE)は…

医学教育論文のレビューの方法

How to review a paper on medical educationRichard Hays[1], Barbara Jennings[2], Trevor Gibbs[3]Institution: 1. James Cook University and University of Tasmania, 2. University of East Anglia, 3. Association of Medical Education in EuropeCor…

自由回答式質問を用いて医学的知識を評価するための12のヒント

Twelve tips for assessing medical knowledge with open-ended questions: Designing constructed response examinations in medical educationKaren E. Hauer, Christy Boscardin, Judith M. Brenner, Sandrijn M. van Schaik & Klara K. PappPublished on…

研修医ー患者の初診と症例報告との比較ー家庭医療において

Comparing resident–patient encounters and case presentations in a family medicine clinic Kelly Skelly Marcy Rosenbaum Patrick Barlow Garrick PriebeFirst published: 14 February 2019https://doi.org/10.1111/medu.13806 https://onlinelibrary.wi…

ブループリントの作り方

A practical guide to test blueprintingMark R. Raymond & Joseph P. GrandePublished online: 24 Apr 2019Download citation https://doi.org/10.1080/0142159X.2019.1595556 https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1595556?af=R ポ…

臨床推論評価法 スコーピングレビューと実践的ガイダンス

Clinical Reasoning Assessment MethodsA Scoping Review and Practical Guidance Daniel, Michelle, MD, MHPE; Rencic, Joseph, MD; Durning, Steven J., MD, PhD; Holmboe, Eric, MD; Santen, Sally A., MD, PhD; Lang, Valerie, MD, MHPE; Ratcliffe, Tem…

教育理論の実践-第3巻第6部プログラムによる評価とは

PROGRAMMATIC ASSESSMENT EDUCATION THEORY MADE PRACTICAL – Volume 3, Part 6: Programmatic Assessment – ICE Blog AUTHORS: ELIZABETH DUBEY; CHRISTIAN JONES (@JONESSURGERY); ANNAHIETA KALANTARI (@AKKALANTARI) EDITOR: SARA M. KRZYZANIAK (@SMKRZ…

OSCE練習のための新しい方法

A new approach to OSCE preparation - PrOSCEs James Bevan, Benjamin Russell and Ben MarshallBMC Medical Education201919:126https://doi.org/10.1186/s12909-019-1571-5 A new approach to OSCE preparation - PrOSCEs | BMC Medical Education | Full…

指導医評価のツールとしてThe Maastricht Clinical Teaching Questionnaire Perceptions Survey(マーストリヒト臨床教育質問票認識調査)は有用か

Assessing Preceptor Use of Cognitive Apprenticeship: Is the Maastricht Clinical Teaching Questionnaire (MCTQ) a Useful Approach?Anne M. Rodino & Michael D. Wolcott ORCID IconPublished online: 07 May 2019Download citation https://doi.org/10…