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Category : Medical Education

ABSTRACT: Assessing competencies during education in psychiatry

Abstract The utilization of competencies in medical education is relatively recent. In 1999 the United States Accreditation Council for Graduate Medical Education (ACGME) established six main competencies. Since then, the American Board of Psychiatry and Neurology have approved a specific list of competencies for their specialities in each of the
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ABSTRACT: Journal club for faculty or residents: A model for lifelong learning and maintenance of certification

Abstract The journal club offers a model for lifelong learning and maintenance of certification (MOC) for residents and faculty staff. First, it sharpens participants' critical appraisal skills by providing a space to discuss relevant medical literature. Second, it motivates participants to seek new medical literature on their own using technology.
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ABSTRACT: Methodologies and study designs relevant to medical education research

Abstract Research is an important part of educational scholarship. Knowledge of research methodologies is essential for both conducting research as well as determining the soundness of the findings from published studies. Our goals for this paper therefore are to inform medical education researchers of the range and key components of
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ABSTRACT: New directions in medical education related to psychiatry

Abstract The 100-year anniversary of the Flexner report provides an opportunity to reflect on the future of medical education. We will consider the legacy of the original report, the centenary follow up to that report and consider how these, in concert with emerging learning theories, will influence medical education. We
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ABSTRACT: As technology and generations in medical education change, what remains is the intersection between educator, learners, assessment and context

Abstract The information era has begun to create major shifts in educational systems, including those in undergraduate medical and graduate psychiatric training programmes. Despite these changes, teaching and learning in formal educational settings remains predominately the product of the intersection between educator, learners, assessment and context. This article reviews intrinsic
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ABSTRACT: The General Surgery Chief Resident Operative Experience: 23 Years of National ACGME Case Logs.

IMPORTANCE The chief resident (CR) year is a pivotal experience in surgical training. Changes in case volume and diversity may impact the educational quality of this important year. OBJECTIVE To evaluate changes in operative experience for general surgery CRs. DESIGN, SETTING, AND PARTICIPANTS Review of Accreditation Council for Graduate Medical
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ABSTRACT: Measuring Impact of JAMA Dermatology Practice Gaps Section on Training in US Dermatology Residency Programs

MPORTANCE JAMA Dermatology Practice Gaps commentaries are intended to aid in the interpretation of the literature to make it more practical and applicable to daily patient care. Practice Gaps commentaries have had an impact on physician clinical practice and dermatology residency curricula. OBJECTIVE To assess the impact of JAMA Dermatology
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ABSTRACT: Recent trends in continuing medical education among obstetrician-gynecologists.

OBJECTIVE:To estimate current trends in continuing medical education among obstetrician-gynecologists in relation to the Maintenance of Certification program.METHODS:A validated questionnaire was mailed to 1,030 randomly selected physicians of the American College of Obstetricians and Gynecologists in the United States, Puerto Rico, and Canada. Participants were asked about current practices and
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ABSTRACT: Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25.

Introduction: We undertook a systematic review to identify the best evidence for how professionalism in medicine should be taught. Methods: Eligible studies included any articles published between 1999 and 2009 inclusive. We reviewed papers presenting viewpoints and opinions as well as empirical research. We performed a comparative and thematic synthesis
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MANUSCRIPT: A short questionnaire to assess pediatric resident’s competencies: the validation process.

BACKGROUND: In order to help assess resident performance during training, the Residency Affair Committee of the Pediatric Residency Program of the University of Padua (Italy) administered a Resident Assessment Questionnaire (ReAQ), which both residents and faculty were asked to complete. The aim of this article is to present the ReAQ and
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