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Competency based curriculum

Kenzie A Cameron, Elaine R Cohen, Joelle R Hertz, Diane B Wayne, Debi Mitra, Jeffrey H Barsuk
OBJECTIVES: The aims of the study were to identify perceived barriers and facilitators to central venous catheter (CVC) insertion among healthcare providers and to understand the extent to which an existing Simulation-Based Mastery Learning (SBML) program may address barriers and leverage facilitators. METHODS: Providers participating in a CVC insertion SBML train-the-trainer program, in addition to intensive care unit nurse managers, were purposively sampled from Veterans Administration Medical Centers located in geographically diverse areas...
March 14, 2018: Journal of Patient Safety
Patrick G Chan, Lara W Schaheen, Ernest G Chan, Chris C Cook, James D Luketich, Jonathan D'Cunha
OBJECTIVE: Transitioning from medical school and general surgery training to cardiothoracic (CT) surgical training poses unique challenges for trainees and patient care. We hypothesized that participation in technology-enhanced simulation modules that provided early exposure to urgent/emergent CT patient problems would improve cognitive skills and readiness to manage common urgencies/emergencies. DESIGN: Traditional and integrated cardiothoracic residents at our institution participated in a technology-enhanced simulation curriculum...
March 9, 2018: Journal of Surgical Education
Janet E Fischel, Doreen M Olvet, Richard J Iuli, Wei-Hsin Lu, Latha Chandran
AIM: Curriculum reform in medical schools continues to be an ever-present and challenging activity in medical education. This paper describes one school's experiences with specific curricular innovations that were developed or adapted and targeted to meet a clear set of curricular goals during the curriculum reform process. Those goals included: (a) promoting active learning and learner engagement; (b) establishing early professional identity; and (c) developing physician competencies in an integrated and contextual manner while allowing for individualized learning experiences for the millennial student...
March 11, 2018: Medical Teacher
Catherine A Pembroke, Joanne Alfieri, Alain Biron, Carolyn Freeman, Tarek Hijal
PURPOSE: Quality improvement (QI) is a pillar of good clinical governance and is at the center of modern health care. The Royal College of Physicians and Surgeons of Canada mandated, in CanMeds 2015, that QI should be taught and the competencies assessed in all postgraduate residency programs. The objective is to report on the feasibility and impact of teaching QI to radiation oncology residents at a single institution. METHODS AND MATERIALS: A QI team consisting of a clinical fellow, 3 staff physicians, and an expert in QI methods was created within our Department of Radiation Oncology...
March 2018: Practical Radiation Oncology
Erynne A Faucett, Jonnae Y Barry, Hilary C McCrary, Ahlam A Saleh, Audrey B Erman, Stacey L Ishman
Importance: To date, there have been no reports in the current literature regarding the use of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in otolaryngology residency training. An evaluation may help educators address these core competencies in the training curriculum. Objectives: To examine the quantity and nature of otolaryngology residency training literature through a systematic review and to evaluate whether this literature aligns with the 6 core competencies...
March 8, 2018: JAMA Otolaryngology—Head & Neck Surgery
Nam S Hoang, James N Lau
Competency-based medical education (CBME) has been the subject of heated debate since its inception in medical education. Despite the many challenges and pitfalls of CBME that have been recognized by the medical education community, CBME is now seeing widespread implementation. However, the biggest problems with CBME still have not been solved. Two of these problems, reductionism and loss of authenticity, present major challenges when developing curricula and assessment tools.The authors address these problems by making a call for flexibility in competency definitions and for the use of mixed methods in CBME...
March 6, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
Rashmi A Kusurkar, Hester E Daelmans, Anton Horrevoets, Marian de Haan, Margreeth van der Meijde, Gerda Croiset
BACKGROUND: At VUmc School of Medical Sciences, major curricular reforms occurred in 2005 and 2015, related to the introduction of a Bachelor-Master structure, a new legislation from the Ministry of Education, the changing societal context, and taking note of students' and teachers' needs. Summary of work: Along with the introduction of the Bachelor-Master system, the period between 2005 and 2009 saw the movement from traditional lecture-based teaching to small group teaching in a competency-based curriculum, in which the students were responsible for their learning...
March 7, 2018: Medical Teacher
Yera Hur, A Ra Cho, Mihye Kwon
PURPOSE: This study aimed to develop a systematic career-coaching program (SCCP) that can be used by medical teaching schools to address a growing need for career-coaching. The program objectives were to help students (1) develop a comprehensive self-understanding of their aptitudes, interests, and personality traits; (2) explore possible career choices and decide on a career path; and (3) develop the competencies needed to prepare for their future careers. METHODS: The SCCP was based on the ADDIE (analysis, design, development, implementation, and evaluation) model and decision-making questioning model...
March 2018: Korean Journal of Medical Education
Olle Ten Cate
Entrustable professional activities (EPAs) have become a popular topic within competency-based medical education programs in many countries and hundreds of publications within only a few years. This paper was written to introduce the ins and outs of EPAs. After a brief historical overview, the rational of EPAs, as a bridge between a competency framework and daily clinical practice, is explained. Next, entrustment decision-making as a form of assessment is elaborated and framework of levels of supervision is presented...
March 2018: Korean Journal of Medical Education
Roy Kazan, Alex Viezel-Mathieu, Shantale Cyr, Thomas M Hemmerling, Mirko S Gilardino
Background: Surgical residents' exposure to aesthetic procedures remains limited in residency training. The development of the Montreal Augmentation Mammoplasty Operation (MAMO) simulator aims to provide an adjunctive training method and assessment tool to complement the evolving competency-based surgical curriculum. Objectives: To perform face, content and construct validations of the MAMO simulator for subpectoral breast augmentation procedures and assess the reliability of the assessment scales used...
January 3, 2018: Aesthetic Surgery Journal
Maryam Sattari, Erinn Cooke, Elizabeth Vorhis, Julia Marshall, Karen Daily
OBJECTIVES: Knowledge of women's health is important for physicians in various specialties, but training often is inadequate. The objective of this project was to develop, implement, and evaluate a women's health curriculum for medical students at the University of Florida College of Medicine in Gainesville. METHODS: After reviewing previous pertinent literature and assessing institutional factors, we developed an interdisciplinary women's health elective for medical students...
March 2018: Southern Medical Journal
Karen E Pinder, Jennifer A Shabbits
BACKGROUND: The past decade has witnessed successful expansion, distribution and curricular renewal at the University of British Columbia (UBC) medical school. The expansion and distribution of the medical program doubled enrollment and established the first North American medical school training students across multiple geographical locations. The more recent competency-based curriculum renewal demonstrates sustained innovation within UBC medicine. AIMS: This paper describes that a significant contributor to these successes has been a team of teaching faculty whose exclusive roles have been providing curricular support...
March 5, 2018: Medical Teacher
Asja Maaz, Tanja Hitzblech, Peter Arends, Antje Degel, Sabine Ludwig, Agata Mossakowski, Ronja Mothes, Jan Breckwoldt, Harm Peters
AIM: Undergraduate medical education is currently in a fundamental transition towards competency-based programs around the globe. A major curriculum reform implies a dual challenge: the change of the curriculum and the delivering organization. Both are closely interwoven. In this article, we provide practical insights into our approach of managing such a fundamental reform of the large undergraduate medical program at the Charité - Universitätsmedizin Berlin. METHODS: Members of the project management team summarized the key features of the process with reference to the literature...
March 5, 2018: Medical Teacher
Claire S Tucker, Melissa G Efurd, Robert L Kennedy
PURPOSE: Competency-based education is employed to ensure students are prepared to perform tasks required by entry-level practitioners. The American Dental Education Association's curriculum for dental hygiene programs states that students should learn skills consistently performed by dental hygienists to the level of competence. The purpose of this study was to assess the implementation of a competency- based dental hygiene clinical program at University of Arkansas for Medical Sciences...
2018: Journal of Allied Health
Alycia M Markowski, Kristin C Greenwood, Jessica L Parker, Marie B Corkery, Maria C Dolce
AIMS: Oral health is integral to overall health and wellness. All healthcare providers can contribute to improving health by including an oral health screening (OHS) in the physical examination. The aims of this study were to 1) develop and test a novel oral health curriculum and 2) compare the effectiveness of two distinct methods of instruction, a) simulation with physical therapists (PT) and dental professional co-debriefing and b) video observation with PT faculty- only instruction...
2018: Journal of Allied Health
Lori Fewster-Thuente, Tamzin J Batteson
It is imperative to incorporate education on interprofessional competencies into the curriculum of healthcare provider students in order to meet the individual program accreditation standards. However, what is missing is a theoretical foundation for the education. The purpose of this paper was to examine if the qualitative data from a mixed-methods study using low-fidelity simulation of a case study that demonstrated changes in interprofessional attitudes and behaviors in healthcare provider students aligned with Kolb's Experiential Learning Theory (ELT)...
2018: Journal of Allied Health
Katherine Tan, Mei Chan Chong, Pathmawathy Subramaniam, Li Ping Wong
BACKGROUND: Outcome Based Education (OBE) is a student-centered approach of curriculum design and teaching that emphasize on what learners should know, understand, demonstrate and how to adapt to life beyond formal education. However, no systematic review has been seen to explore the effectiveness of OBE in improving the competencies of nursing students. OBJECTIVE: To appraise and synthesize the best available evidence that examines the effectiveness of OBE approaches towards the competencies of nursing students...
February 5, 2018: Nurse Education Today
Jan Kiesewetter, Sabine Drossard, Rainer Gaupp, Heiko Baschnegger, Isabel Kiesewetter, Susanne Hoffmann
The topic of patient safety is of fundamental interest for the health care sector. In view of the realisation of the National Competence-Based Learning Objectives Catalogue for Undergraduate Medical Education (NKLM) this topic now has to be prepared for medical education. For a disciplinary and content-related orientation the GMA Committee developed the Learning Objectives Catalogue Patient Safety for Undergraduate Medical Education (GMA-LZK). To ensure an optimal implementation of the GMA-LZK we recommend a longitudinal embedding into the existing curriculum...
2018: GMS Journal for Medical Education
Martin Dusch, Elisabeth Narciß, Renate Strohmer, Katrin Schüttpelz-Brauns
Aim: As part of the MaReCuM model curriculum at Medical Faculty Mannheim Heidelberg University, a final year rotation in ambulatory care was implemented and augmented to include ambulatory care simulation. In this paper we describe this ambulatory care simulation, the designated competency-based learning objectives, and evaluate the educational effect of the ambulatory care simulation training. Method: Seventy-five final year medical students participated in the survey (response rate: 83%). The control group completed the ambulatory rotation prior to the implementation of the ambulatory care simulation...
2018: GMS Journal for Medical Education
Tara J Schapmire, Barbara A Head, Whitney A Nash, Pamela A Yankeelov, Christian D Furman, R Brent Wright, Rangaraj Gopalraj, Barbara Gordon, Karen P Black, Carol Jones, Madri Hall-Faul, Anna C Faul
A fragmented workforce consisting of multiple disciplines with varying levels of training and limited ability to work as a team often provides care to older adults. Interprofessional education (IPE) is essential for preparing practitioners for the effective teamwork required for community-based, holistic, person-centered care of the older adults. Despite numerous programs and offerings to advance education and interdisciplinary patient care, there is an unmet need for geriatric IPE, especially as it relates to community-dwelling older adults and caregivers in medically underserved areas...
2018: Advances in Medical Education and Practice
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