Medical education
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Multicenter Study
How ratings vary by staff group in multi-source feedback assessment of junior doctors.
UK doctors-in-training undergo assessments of their professional behaviours. From an analysis of multi-source feedback (MSF) data, we report how ratings of junior doctors (Foundation Programme [FP] doctors and senior house officers [SHOs]) differed by staff group. ⋯ Guidance on the selection of assessors in any MSF process should take into account findings that rating behaviour varies by staff group.
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Randomized Controlled Trial
The multiple mini-interview for selection of international medical graduates into family medicine residency education.
The multiple mini-interview (MMI) was used to measure professionalism in international medical graduate (IMG) applicants for family medicine residency in Alberta for positions accessed through the Alberta International Medical Graduate (AIMG) Program. This paper assesses the evidence for the MMI's reliability and validity in this context. ⋯ There is evidence that the MMI offers a reliable and valid assessment of professionalism in IMG doctors applying for Canadian family medicine residencies and that this clinically situated MMI assessed facets of competency other than those assessed by the OSCE.
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Randomized Controlled Trial
How effective is self-guided learning of clinical technical skills? It's all about process.
Mounting evidence suggests that trainees acquire psychomotor skills better when they are allowed self-guided access to instructional material and when they set goals that are related to performance processes rather than performance outcomes. The present study assessed whether self-guided access to instruction and the setting of process goals lead to better acquisition of clinical technical skills. ⋯ Our findings advance the study of independent learning in medical education. Trainees used interactive and structured instructional materials to effectively self-guide their learning of clinical technical skills. However, a self-guided benefit was demonstrated only when trainees set process goals.