Resources

MANUSCRIPT: An exploratory study into the effect of time-restricted internet access on face-validity, construct validity and reliability of postgraduate knowledge progress testing.

BACKGROUND: Yearly formative knowledge testing (also known as progress testing) was shown to have a limited construct-validity and reliability in postgraduate medical education. One way to improve construct-validity and reliability is to improve the authenticity of a test. As easily accessible internet has become inseparably linked to daily clinical practice, we

Posted on 11 Nov 2013
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Manuscript, Medical Education, Resources

ABSTRACT: Building learning communities: evolution of the colleges at Vanderbilt University School of Medicine

Learning communities, which are an emerging trend in medical education, create a foundation for professional and academic development through the establishment of longitudinal relationships between students and faculty. In this article, the authors describe the robust learning community system at Vanderbilt University School of Medicine, which encompasses wellness, career planning,

Posted on 11 Nov 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Reframing clinical workplace learning using the theory of distributed cognition

In medicine, knowledge is embodied and socially, temporally, spatially, and culturally distributed between actors and their environment. In addition, clinicians increasingly are using technology in their daily work to gain and share knowledge. Despite these characteristics, surprisingly few studies have incorporated the theory of distributed cognition (DCog), which emphasizes how

Posted on 11 Nov 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Considering the clinical context of medical education.

The article by Chen and colleagues in this issue suggests that the context in which clinical medical education is executed matters, especially if we intend to meet the projected future physician workforce needs in the United States. Placing learners in the highest-performing medical settings seems intuitive, but this can be

Posted on 11 Nov 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: The role of ePortfolios in supporting continuing professional development in practice

ePortfolios, based on models of reflective practice, are viewed as important tools in facilitating and supporting lifelong learning across the medical education continuum. MAINPORT, the ePortfolio designed by the Royal College of Physicians and Surgeons of Canada, supports the continuing professional development CPD and lifelong learning of specialist physicians practicing

Posted on 11 Nov 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources

Clinical Operations

Commercial Teams

Medical Education

About Us

Connect with us

MANUSCRIPT: An exploratory study into the effect of time-restricted internet access on face-validity, construct validity and reliability of postgraduate knowledge progress testing.

ABSTRACT: Building learning communities: evolution of the colleges at Vanderbilt University School of Medicine

ABSTRACT: Considering the clinical context of medical education.

ABSTRACT: The role of ePortfolios in supporting continuing professional development in practice

Social

Recent News

From Outcomes to Insights: 4 Best Practices in Outcomes Storytelling

Rethinking Training: The Benefits of Embracing ‘Desirable Difficulties’

Contact Us

300 E Main Street, Suite 101 Charlottesville, VA 22902

+1-434-260-1850

Email Us

About Us

Subscribe

Request a Demo