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Titulo Artículo:
Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students
Resumen:
Background Face-to-face formal evaluation sessions between clerkship directors and faculty can facilitate the collection of trainee performance data and provide frame-of-reference training for faculty. Objective We hypothesized that ambulatory faculty who attended evaluation sessions at least once in an academic year (attendees) would use the Reporter-Interpreter-Manager/Educator (RIME) terminology more appropriately than faculty who did not attend evaluation sessions (non-attendees). Design Investigators conducted a retrospective cohort study using the narrative assessments of ambulatory internal medicine clerkship students during the 2008–2009 academic year. Participants The study included assessments of 49 clerkship medical students, which comprised 293 individual teacher narratives.
Fecha de publicación:
2015.
Autores :
Mark D. Corriere;
Rechell Rodriguez;
Patricia Short;
Gregory A. Dadekian;
Christopher Terndrup;
Louis N. Pangaro;
Allison B. Weisbrod;
William F. Kelly;
Paul A. Hemmer;
Autor corporativo:
Journal of general internal medicine,
Editores:
Medline-PubMed ;
Signatura Topográfica:
9
Idioma:
Inglés
Páginas:
1313
ISBN:
1525-1497
Existencias:
1318
Palabras claves:
Educación médica
Medical education–assessment methods
Medical education–assessment/evaluation
Medical education–faculty development
Público objetivo:
Decanatura
Docentes
Medicos
Investigadores
Educadores Medicos
Titulo Artículo:
Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students
Resumen:
Background Face-to-face formal evaluation sessions between clerkship directors and faculty can facilitate the collection of trainee performance data and provide frame-of-reference training for faculty. Objective We hypothesized that ambulatory faculty who attended evaluation sessions at least once in an academic year (attendees) would use the Reporter-Interpreter-Manager/Educator (RIME) terminology more appropriately than faculty who did not attend evaluation sessions (non-attendees). Design Investigators conducted a retrospective cohort study using the narrative assessments of ambulatory internal medicine clerkship students during the 2008–2009 academic year. Participants The study included assessments of 49 clerkship medical students, which comprised 293 individual teacher narratives.
Fecha de publicación:
2015.
Autores :
Mark D. Corriere;
Rechell Rodriguez;
Patricia Short;
Gregory A. Dadekian;
Christopher Terndrup;
Louis N. Pangaro;
Allison B. Weisbrod;
William F. Kelly;
Paul A. Hemmer;
Autor corporativo:
Journal of general internal medicine,
Editores:
Medline-PubMed ;
Signatura Topográfica:
9
Idioma:
Inglés
Páginas:
1313
Existencias:
1318
Palabras claves:
Educación médica
Medical education–assessment methods
Medical education–assessment/evaluation
Medical education–faculty development
Público objetivo:
Decanatura
Docentes
Medicos
Investigadores
Educadores Medicos
Titulo Artículo:
Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students
Resumen:
Background Face-to-face formal evaluation sessions between clerkship directors and faculty can facilitate the collection of trainee performance data and provide frame-of-reference training for faculty. Objective We hypothesized that ambulatory faculty who attended evaluation sessions at least once in an academic year (attendees) would use the Reporter-Interpreter-Manager/Educator (RIME) terminology more appropriately than faculty who did not attend evaluation sessions (non-attendees). Design Investigators conducted a retrospective cohort study using the narrative assessments of ambulatory internal medicine clerkship students during the 2008–2009 academic year. Participants The study included assessments of 49 clerkship medical students, which comprised 293 individual teacher narratives.
Autores:
Mark D. Corriere
,
Rechell Rodriguez
,
Patricia Short
,
Gregory A. Dadekian
,
Christopher Terndrup
,
Louis N. Pangaro
,
Allison B. Weisbrod
,
William F. Kelly
,
Paul A. Hemmer
,
.
Titulo Revista:
Journal of general internal medicine,
.
Numero:
9
Volumen:
30
Fecha de publicación:
2015.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1313
Página Final:
1318
ISBN:
1525-1497
Palabras claves:
Educación médica
Medical education–assessment methods
Medical education–assessment/evaluation
Medical education–faculty development
Público objetivo:
Decanatura
Docentes
Medicos
Investigadores
Educadores Medicos
Título Medline-PubMed :
Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students
Resumen:
Background Face-to-face formal evaluation sessions between clerkship directors and faculty can facilitate the collection of trainee performance data and provide frame-of-reference training for faculty. Objective We hypothesized that ambulatory faculty who attended evaluation sessions at least once in an academic year (attendees) would use the Reporter-Interpreter-Manager/Educator (RIME) terminology more appropriately than faculty who did not attend evaluation sessions (non-attendees). Design Investigators conducted a retrospective cohort study using the narrative assessments of ambulatory internal medicine clerkship students during the 2008–2009 academic year. Participants The study included assessments of 49 clerkship medical students, which comprised 293 individual teacher narratives.
Autores :
Mark D. Corriere;
Rechell Rodriguez;
Patricia Short;
Gregory A. Dadekian;
Christopher Terndrup;
Louis N. Pangaro;
Allison B. Weisbrod;
William F. Kelly;
Paul A. Hemmer;
Autor corporativo:
Journal of general internal medicine,
Fecha de publicación:
2015.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Educación médica
Medical education–assessment methods
Medical education–assessment/evaluation
Medical education–faculty development
Público objetivo:
Decanatura
Docentes
Medicos
Investigadores
Educadores Medicos
Título Medline-PubMed :
Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students
Resumen:
Background Face-to-face formal evaluation sessions between clerkship directors and faculty can facilitate the collection of trainee performance data and provide frame-of-reference training for faculty. Objective We hypothesized that ambulatory faculty who attended evaluation sessions at least once in an academic year (attendees) would use the Reporter-Interpreter-Manager/Educator (RIME) terminology more appropriately than faculty who did not attend evaluation sessions (non-attendees). Design Investigators conducted a retrospective cohort study using the narrative assessments of ambulatory internal medicine clerkship students during the 2008–2009 academic year. Participants The study included assessments of 49 clerkship medical students, which comprised 293 individual teacher narratives.
Autores :
Mark D. Corriere;
Rechell Rodriguez;
Patricia Short;
Gregory A. Dadekian;
Christopher Terndrup;
Louis N. Pangaro;
Allison B. Weisbrod;
William F. Kelly;
Paul A. Hemmer;
Autor corporativo:
Journal of general internal medicine,
Fecha de publicación:
2015.
Paginas:
1313.
ISBN:
1525-1497 .
Idioma:
Inglés
Palabras claves:
Educación médica
Medical education–assessment methods
Medical education–assessment/evaluation
Medical education–faculty development
Público objetivo:
Decanatura
Docentes
Medicos
Investigadores
Educadores Medicos
Titulo Artículo:
Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students
Resumen:
Background Face-to-face formal evaluation sessions between clerkship directors and faculty can facilitate the collection of trainee performance data and provide frame-of-reference training for faculty. Objective We hypothesized that ambulatory faculty who attended evaluation sessions at least once in an academic year (attendees) would use the Reporter-Interpreter-Manager/Educator (RIME) terminology more appropriately than faculty who did not attend evaluation sessions (non-attendees). Design Investigators conducted a retrospective cohort study using the narrative assessments of ambulatory internal medicine clerkship students during the 2008–2009 academic year. Participants The study included assessments of 49 clerkship medical students, which comprised 293 individual teacher narratives.
Fecha de publicación:
2015.
Autor corporativo:
Journal of general internal medicine,
.
Idioma:
Inglés
Palabras claves:
Educación médica
Medical education–assessment methods
Medical education–assessment/evaluation
Medical education–faculty development
Público objetivo:
Decanatura
Docentes
Medicos
Investigadores
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Mark D. Corriere; Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students(2015). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1726
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Mark D. Corriere Rechell Rodriguez Patricia Short Gregory A. Dadekian Christopher Terndrup Louis N. Pangaro Allison B. Weisbrod William F. Kelly Paul A. Hemmer Mark D. Corriere Rechell Rodriguez Patricia Short Gregory A. Dadekian Christopher Terndrup Louis N. Pangaro Allison B. Weisbrod William F. Kelly Paul A. Hemmer Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students. 2015; 30Ed. 1313.
