Competency milestones for medical students: Design, implementation, and analysis at one medical school-Reference-Cited by-同舟云学术

Competency milestones for medical students: Design, implementation, and analysis at one medical school

Published:2017-03-10 Issue:5 Volume:39 Page:494-504
ISSN:0142-159X
Container-title:Medical Teacher
language:en
Short-container-title:Medical Teacher

Author:

Lomis Kimberly D.¹,Russell Regina G.¹,Davidson Mario A.²,Fleming Amy E.³,Pettepher Cathleen C.¹,Cutrer William B.⁴,Fleming Geoffrey M.⁴,Miller Bonnie M.⁵

Affiliation:

1. Office of Undergraduate Medical Education, Vanderbilt University School of Medicine, Nashville, TN, USA;

2. Department of Biostatistics, Vanderbilt University School of Medicine, Nashville, TN, USA;

3. Office of Medical Student Affairs, Vanderbilt University School of Medicine, Nashville, TN, USA;

4. Division of Pediatric Critical Care, Vanderbilt University Medical Center, Nashville, TN, USA;

5. Office of Health Sciences Education, Vanderbilt University School of Medicine, Nashville, TN, USA

Funder

American Medical Association

Publisher

Informa UK Limited

Subject

Education,General Medicine

Link

https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2017.1299924

Reference30 articles.

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2. Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks

3. Performance in assessment: Consensus statement and recommendations from the Ottawa conference

4. From Flexner to Competencies

5. Chertoff J, Wright A, Novak M, Fantone J, Fleming A, Ahmed T, Green MM, Kalet A, Linsenmeyer M, Jacobs J, et al. 2016. Status of portfolios in undergraduate medical education in the LCME accredited US medical school. Med Teach. 38:886–896.

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