Medical teacher
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Formative assessment of medical students' clinical performance during general practice clerkship is necessary to learn consultation skills. ⋯ Patients scored students' performance high compared with students' self-assessments. Teachers' scores were in accordance with patients' scores. Teachers' written evaluations of students were often general. There is a potential for improving teachers' feedback in terms of more specific and concrete comments.
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With the introduction of Tomorrow's Doctors in 1993, medical education began the transition from a time- and process-based system to a competency-based training framework. Implementing competency-based training in postgraduate medical education poses many challenges but ultimately requires a demonstration that the learner is truly competent to progress in training or to the next phase of a professional career. Making this transition requires change at virtually all levels of postgraduate training. Key components of this change include the development of valid and reliable assessment tools such as work-based assessment using direct observation, frequent formative feedback, and learner self-directed assessment; active involvement of the learner in the educational process; and intensive faculty development that addresses curricular design and the assessment of competency.
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Medical students' values represent an understudied area of research in medical education research. No known studies have investigated how medical students' values change over time from matriculation to graduation. ⋯ Medical students values appear to change slightly during their 4 years of medical education. In line with literature suggesting that the medical education process is associated with change in certain student qualities and attributes (e.g., empathy), physician values may be another variable so affected.
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Comparative Study
Final year medical students' views on simulation-based teaching: a comparison with the Best Evidence Medical Education Systematic Review.
Simulation is being increasingly used in medical education. ⋯ Six of the ten features listed in the BEME review appeared to be of particular value to the medical students. This study provides a richer understanding of these features. In addition, new insights into the effect of simulation on confidence, anxiety and self-efficacy are discussed which may be affected by the 'performance' nature of simulation role-play. Students also contribute critical thought about the use of SimMan as a resource and provide novel ideas for reducing 'downtime'.
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Increasingly, medical students are being taught acute medicine using whole-body simulator manikins. ⋯ These assessments proved easy to administer and we have gone some way to demonstrating construct validity and reliability. We have made the material available on a simulator website to enable others to reproduce these assessments.