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Titulo Artículo:
Developing a competency-based framework for resident-as-teacher
Resumen:
Background/Purpose Residents play an important role as teachers of junior colleagues and medical students. Clinical teaching also helps residents in clinical learning. However, the skills required for residents to be competent teachers are rarely described systemically. Beyond the widely adopted six core competencies for postgraduate training by the Accreditation Council for Graduate Medical Education (ACGME), the teaching competencies should be further developed, and the milestones should be clearly defined to serve as better references for resident training programs. Methods Twenty members, including five experts from major teaching hospitals across Taiwan and 15 from a public medical center, were invited to a workgroup to collaboratively develop a competency-based framework. The development process was similar to that suggested by the ACGME. The teaching competencies framework were drafted by an experienced physician educator. The draft was sent to each group member, and feedback was collected. Two workgroup meetings were held for consensus formation. The contents of the teaching competencies of residents were confirmed after two rounds of revision. The outline of the framework was also reported at an international meeting in September 2019. Results Two core competencies, instruction and assessment, with three sub-competencies and 37 milestones, were adopted in the final edition of resident-as-teacher competencies. The sub-competencies were “dissemination of knowledge” and “teaching of procedural skills” for instruction, and “direct observation and feedback” for assessment.
Fecha de publicación:
2022.
Autores :
Teh-Fu Hsu;
Chien-Yu Chen;
Chih-Wei Yang;
Wei-Horng Jean;
Liang-Shiou Ou;
Jen-Feng Liang;
Autor corporativo:
Journal of the Formosan Medical Association,
Editores:
ScienceDirect ;
Idioma:
Inglés
Páginas:
1956
ISBN:
1876-0821
Existencias:
1962
Palabras claves:
Competency
Milestones
Resident
Teacher
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Developing a competency-based framework for resident-as-teacher
Resumen:
Background/Purpose Residents play an important role as teachers of junior colleagues and medical students. Clinical teaching also helps residents in clinical learning. However, the skills required for residents to be competent teachers are rarely described systemically. Beyond the widely adopted six core competencies for postgraduate training by the Accreditation Council for Graduate Medical Education (ACGME), the teaching competencies should be further developed, and the milestones should be clearly defined to serve as better references for resident training programs. Methods Twenty members, including five experts from major teaching hospitals across Taiwan and 15 from a public medical center, were invited to a workgroup to collaboratively develop a competency-based framework. The development process was similar to that suggested by the ACGME. The teaching competencies framework were drafted by an experienced physician educator. The draft was sent to each group member, and feedback was collected. Two workgroup meetings were held for consensus formation. The contents of the teaching competencies of residents were confirmed after two rounds of revision. The outline of the framework was also reported at an international meeting in September 2019. Results Two core competencies, instruction and assessment, with three sub-competencies and 37 milestones, were adopted in the final edition of resident-as-teacher competencies. The sub-competencies were “dissemination of knowledge” and “teaching of procedural skills” for instruction, and “direct observation and feedback” for assessment.
Fecha de publicación:
2022.
Autores :
Teh-Fu Hsu;
Chien-Yu Chen;
Chih-Wei Yang;
Wei-Horng Jean;
Liang-Shiou Ou;
Jen-Feng Liang;
Autor corporativo:
Journal of the Formosan Medical Association,
Editores:
ScienceDirect ;
Idioma:
Inglés
Páginas:
1956
Existencias:
1962
Palabras claves:
Competency
Milestones
Resident
Teacher
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Developing a competency-based framework for resident-as-teacher
Resumen:
Background/Purpose Residents play an important role as teachers of junior colleagues and medical students. Clinical teaching also helps residents in clinical learning. However, the skills required for residents to be competent teachers are rarely described systemically. Beyond the widely adopted six core competencies for postgraduate training by the Accreditation Council for Graduate Medical Education (ACGME), the teaching competencies should be further developed, and the milestones should be clearly defined to serve as better references for resident training programs. Methods Twenty members, including five experts from major teaching hospitals across Taiwan and 15 from a public medical center, were invited to a workgroup to collaboratively develop a competency-based framework. The development process was similar to that suggested by the ACGME. The teaching competencies framework were drafted by an experienced physician educator. The draft was sent to each group member, and feedback was collected. Two workgroup meetings were held for consensus formation. The contents of the teaching competencies of residents were confirmed after two rounds of revision. The outline of the framework was also reported at an international meeting in September 2019. Results Two core competencies, instruction and assessment, with three sub-competencies and 37 milestones, were adopted in the final edition of resident-as-teacher competencies. The sub-competencies were “dissemination of knowledge” and “teaching of procedural skills” for instruction, and “direct observation and feedback” for assessment.
Autores:
Teh-Fu Hsu
,
Chien-Yu Chen
,
Chih-Wei Yang
,
Wei-Horng Jean
,
Liang-Shiou Ou
,
Jen-Feng Liang
,
.
Titulo Revista:
Journal of the Formosan Medical Association,
.
Numero:
Volumen:
121
Fecha de publicación:
2022.
Base de Datos Bibliográfica:
ScienceDirect ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1956
Página Final:
1962
ISBN:
1876-0821
Palabras claves:
Competency
Milestones
Resident
Teacher
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Título ScienceDirect :
Developing a competency-based framework for resident-as-teacher
Resumen:
Background/Purpose Residents play an important role as teachers of junior colleagues and medical students. Clinical teaching also helps residents in clinical learning. However, the skills required for residents to be competent teachers are rarely described systemically. Beyond the widely adopted six core competencies for postgraduate training by the Accreditation Council for Graduate Medical Education (ACGME), the teaching competencies should be further developed, and the milestones should be clearly defined to serve as better references for resident training programs. Methods Twenty members, including five experts from major teaching hospitals across Taiwan and 15 from a public medical center, were invited to a workgroup to collaboratively develop a competency-based framework. The development process was similar to that suggested by the ACGME. The teaching competencies framework were drafted by an experienced physician educator. The draft was sent to each group member, and feedback was collected. Two workgroup meetings were held for consensus formation. The contents of the teaching competencies of residents were confirmed after two rounds of revision. The outline of the framework was also reported at an international meeting in September 2019. Results Two core competencies, instruction and assessment, with three sub-competencies and 37 milestones, were adopted in the final edition of resident-as-teacher competencies. The sub-competencies were “dissemination of knowledge” and “teaching of procedural skills” for instruction, and “direct observation and feedback” for assessment.
Autores :
Teh-Fu Hsu;
Chien-Yu Chen;
Chih-Wei Yang;
Wei-Horng Jean;
Liang-Shiou Ou;
Jen-Feng Liang;
Autor corporativo:
Journal of the Formosan Medical Association,
Fecha de publicación:
2022.
Tipo :
ScienceDirect .
Idioma:
Inglés
Palabras claves:
Competency
Milestones
Resident
Teacher
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Título ScienceDirect :
Developing a competency-based framework for resident-as-teacher
Resumen:
Background/Purpose Residents play an important role as teachers of junior colleagues and medical students. Clinical teaching also helps residents in clinical learning. However, the skills required for residents to be competent teachers are rarely described systemically. Beyond the widely adopted six core competencies for postgraduate training by the Accreditation Council for Graduate Medical Education (ACGME), the teaching competencies should be further developed, and the milestones should be clearly defined to serve as better references for resident training programs. Methods Twenty members, including five experts from major teaching hospitals across Taiwan and 15 from a public medical center, were invited to a workgroup to collaboratively develop a competency-based framework. The development process was similar to that suggested by the ACGME. The teaching competencies framework were drafted by an experienced physician educator. The draft was sent to each group member, and feedback was collected. Two workgroup meetings were held for consensus formation. The contents of the teaching competencies of residents were confirmed after two rounds of revision. The outline of the framework was also reported at an international meeting in September 2019. Results Two core competencies, instruction and assessment, with three sub-competencies and 37 milestones, were adopted in the final edition of resident-as-teacher competencies. The sub-competencies were “dissemination of knowledge” and “teaching of procedural skills” for instruction, and “direct observation and feedback” for assessment.
Autores :
Teh-Fu Hsu;
Chien-Yu Chen;
Chih-Wei Yang;
Wei-Horng Jean;
Liang-Shiou Ou;
Jen-Feng Liang;
Autor corporativo:
Journal of the Formosan Medical Association,
Fecha de publicación:
2022.
Paginas:
1956.
ISBN:
1876-0821.
Idioma:
Inglés
Palabras claves:
Competency
Milestones
Resident
Teacher
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Developing a competency-based framework for resident-as-teacher
Resumen:
Background/Purpose Residents play an important role as teachers of junior colleagues and medical students. Clinical teaching also helps residents in clinical learning. However, the skills required for residents to be competent teachers are rarely described systemically. Beyond the widely adopted six core competencies for postgraduate training by the Accreditation Council for Graduate Medical Education (ACGME), the teaching competencies should be further developed, and the milestones should be clearly defined to serve as better references for resident training programs. Methods Twenty members, including five experts from major teaching hospitals across Taiwan and 15 from a public medical center, were invited to a workgroup to collaboratively develop a competency-based framework. The development process was similar to that suggested by the ACGME. The teaching competencies framework were drafted by an experienced physician educator. The draft was sent to each group member, and feedback was collected. Two workgroup meetings were held for consensus formation. The contents of the teaching competencies of residents were confirmed after two rounds of revision. The outline of the framework was also reported at an international meeting in September 2019. Results Two core competencies, instruction and assessment, with three sub-competencies and 37 milestones, were adopted in the final edition of resident-as-teacher competencies. The sub-competencies were “dissemination of knowledge” and “teaching of procedural skills” for instruction, and “direct observation and feedback” for assessment.
Fecha de publicación:
2022.
Autor corporativo:
Journal of the Formosan Medical Association,
.
Idioma:
Inglés
Palabras claves:
Competency
Milestones
Resident
Teacher
Público objetivo:
Decanatura
Docentes
Educadores Medicos
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Teh-Fu Hsu Chien-Yu Chen Chih-Wei Yang Wei-Horng Jean Liang-Shiou Ou Jen-Feng Liang Teh-Fu Hsu Chien-Yu Chen Chih-Wei Yang Wei-Horng Jean Liang-Shiou Ou Jen-Feng Liang Developing a competency-based framework for resident-as-teacher. 2022; 121Ed. 1956.
