Volver al buscador
Vista en detalle del documento
Titulo Artículo:
Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach
Resumen:
Background: Recent reports suggest that faculty development (FD) programs need a structured framework to design training and assess improvement in teaching performance of participants. Entrustable professional activities (EPAs) can serve as a novel framework to plan and conduct structured FD programs, and to assess the proficiency of small group facilitators after training. Objective: The researchers aimed to develop an EPAs framework for small group facilitators. Design: In March 2019, three workshops were organized to develop the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed, and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped professional tasks with relevant competencies. Results: A total of 15 teachers and 15 studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into 11 tasks and 17 competencies after removing duplicating and non-qualifying professional tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal training and entrustment of small group facilitators. It can also guide small group facilitators in their continuous professional development and in building their teaching portfolios
Fecha de publicación:
2020.
Autores :
Karen D. Könings;
Mohamed Al-Eraky;
Mona Hmoud AlSheikh;
Jeroen J. G. van Merrienboer;
Muhammad Zafar Iqba;
Autor corporativo:
Medical Education Online,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
1
ISBN:
24727245
Existencias:
10
Palabras claves:
Entrustable professional activities
Faculty development
Teaching competence
Teacher evaluation
Small group teaching
Público objetivo:
Investigadores
Educadores Medicos
Titulo Artículo:
Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach
Resumen:
Background: Recent reports suggest that faculty development (FD) programs need a structured framework to design training and assess improvement in teaching performance of participants. Entrustable professional activities (EPAs) can serve as a novel framework to plan and conduct structured FD programs, and to assess the proficiency of small group facilitators after training. Objective: The researchers aimed to develop an EPAs framework for small group facilitators. Design: In March 2019, three workshops were organized to develop the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed, and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped professional tasks with relevant competencies. Results: A total of 15 teachers and 15 studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into 11 tasks and 17 competencies after removing duplicating and non-qualifying professional tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal training and entrustment of small group facilitators. It can also guide small group facilitators in their continuous professional development and in building their teaching portfolios
Fecha de publicación:
2020.
Autores :
Karen D. Könings;
Mohamed Al-Eraky;
Mona Hmoud AlSheikh;
Jeroen J. G. van Merrienboer;
Muhammad Zafar Iqba;
Autor corporativo:
Medical Education Online,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
1
Existencias:
10
Palabras claves:
Entrustable professional activities
Faculty development
Teaching competence
Teacher evaluation
Small group teaching
Público objetivo:
Investigadores
Educadores Medicos
Titulo Artículo:
Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach
Resumen:
Background: Recent reports suggest that faculty development (FD) programs need a structured framework to design training and assess improvement in teaching performance of participants. Entrustable professional activities (EPAs) can serve as a novel framework to plan and conduct structured FD programs, and to assess the proficiency of small group facilitators after training. Objective: The researchers aimed to develop an EPAs framework for small group facilitators. Design: In March 2019, three workshops were organized to develop the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed, and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped professional tasks with relevant competencies. Results: A total of 15 teachers and 15 studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into 11 tasks and 17 competencies after removing duplicating and non-qualifying professional tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal training and entrustment of small group facilitators. It can also guide small group facilitators in their continuous professional development and in building their teaching portfolios
Autores:
Karen D. Könings
,
Mohamed Al-Eraky
,
Mona Hmoud AlSheikh
,
Jeroen J. G. van Merrienboer
,
Muhammad Zafar Iqba
,
.
Titulo Revista:
Medical Education Online,
.
Numero:
Volumen:
25
Fecha de publicación:
2020.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
10
ISBN:
24727245
Palabras claves:
Entrustable professional activities
Faculty development
Teaching competence
Teacher evaluation
Small group teaching
Público objetivo:
Investigadores
Educadores Medicos
Título Medline-PubMed :
Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach
Resumen:
Background: Recent reports suggest that faculty development (FD) programs need a structured framework to design training and assess improvement in teaching performance of participants. Entrustable professional activities (EPAs) can serve as a novel framework to plan and conduct structured FD programs, and to assess the proficiency of small group facilitators after training. Objective: The researchers aimed to develop an EPAs framework for small group facilitators. Design: In March 2019, three workshops were organized to develop the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed, and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped professional tasks with relevant competencies. Results: A total of 15 teachers and 15 studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into 11 tasks and 17 competencies after removing duplicating and non-qualifying professional tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal training and entrustment of small group facilitators. It can also guide small group facilitators in their continuous professional development and in building their teaching portfolios
Autores :
Karen D. Könings;
Mohamed Al-Eraky;
Mona Hmoud AlSheikh;
Jeroen J. G. van Merrienboer;
Muhammad Zafar Iqba;
Autor corporativo:
Medical Education Online,
Fecha de publicación:
2020.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Entrustable professional activities
Faculty development
Teaching competence
Teacher evaluation
Small group teaching
Público objetivo:
Investigadores
Educadores Medicos
Título Medline-PubMed :
Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach
Resumen:
Background: Recent reports suggest that faculty development (FD) programs need a structured framework to design training and assess improvement in teaching performance of participants. Entrustable professional activities (EPAs) can serve as a novel framework to plan and conduct structured FD programs, and to assess the proficiency of small group facilitators after training. Objective: The researchers aimed to develop an EPAs framework for small group facilitators. Design: In March 2019, three workshops were organized to develop the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed, and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped professional tasks with relevant competencies. Results: A total of 15 teachers and 15 studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into 11 tasks and 17 competencies after removing duplicating and non-qualifying professional tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal training and entrustment of small group facilitators. It can also guide small group facilitators in their continuous professional development and in building their teaching portfolios
Autores :
Karen D. Könings;
Mohamed Al-Eraky;
Mona Hmoud AlSheikh;
Jeroen J. G. van Merrienboer;
Muhammad Zafar Iqba;
Autor corporativo:
Medical Education Online,
Fecha de publicación:
2020.
Paginas:
1.
ISBN:
24727245.
Idioma:
Inglés
Palabras claves:
Entrustable professional activities
Faculty development
Teaching competence
Teacher evaluation
Small group teaching
Público objetivo:
Investigadores
Educadores Medicos
Titulo Artículo:
Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach
Resumen:
Background: Recent reports suggest that faculty development (FD) programs need a structured framework to design training and assess improvement in teaching performance of participants. Entrustable professional activities (EPAs) can serve as a novel framework to plan and conduct structured FD programs, and to assess the proficiency of small group facilitators after training. Objective: The researchers aimed to develop an EPAs framework for small group facilitators. Design: In March 2019, three workshops were organized to develop the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed, and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped professional tasks with relevant competencies. Results: A total of 15 teachers and 15 studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into 11 tasks and 17 competencies after removing duplicating and non-qualifying professional tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal training and entrustment of small group facilitators. It can also guide small group facilitators in their continuous professional development and in building their teaching portfolios
Fecha de publicación:
2020.
Autor corporativo:
Medical Education Online,
.
Idioma:
Inglés
Palabras claves:
Entrustable professional activities
Faculty development
Teaching competence
Teacher evaluation
Small group teaching
Público objetivo:
Investigadores
Educadores Medicos
Citar
Enviar por correo electrónico
Imprimir
Guardar
Consultar
INGRESE LOS SIGUIENTES DATOS
PARA ENVIAR EL CORREO
Sus nombres:
Sus apellidos:
Su correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Correo electrónico destino:
Se necesita un valor.
Formato no válido.
Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Karen D. Könings; Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach(2020). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1566
INGRESE LOS SIGUIENTES DATOS
PARA RESERVA EN SALA
Sus nombres:
Sus apellidos:
Correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Programar la fecha de su visita:
Programar la hora de su visita:
7:00 AM
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 M
1:00 PM
2:00 PM
3:00 PM
¿Cómo citar este documento?
Seleccionar y copiar el texto.
Karen D. Könings Mohamed Al-Eraky Mona Hmoud AlSheikh Jeroen J. G. van Merrienboer Muhammad Zafar Iqba Karen D. Könings Mohamed Al-Eraky Mona Hmoud AlSheikh Jeroen J. G. van Merrienboer Muhammad Zafar Iqba Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach. 2020; 25Ed. 1.
