ID Consecutivo : 1697

Titulo

serie

Editorial

 

ISBN

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
he medical profession uses an apprenticeship model to train future generations of physicians. What sets medicine apart from traditional observation-based apprenticeships, however, is the need for clinician educators to externalize their heuristics to make their internal thought processes explicit and visible for a wide range of learners to observe and implement. This form of thinking out loud does not necessarily come naturally to physicians but can be enhanced through training and practice. This resource describes a faculty development workshop to improve the workplace-based teaching skills of physician educators using a cognitive apprenticeship model. Recent studies demonstrate how this theory resonates with actual practice in medical education and highlight areas for improvement in clinical teaching. The model uses six teaching methodologies (modeling, coaching, scaffolding, articulation, reflection, and exploration) situated in a safe learning environment to address clinical instruction across a broad range of learner levels from preclerkship medical students to PGY 1-4 residents training in professional practice. During this highly interactive workshop, physicians discuss case vignettes to identify gaps in common teaching-learning scenarios and work together to develop solutions by applying the cognitive apprenticeship model. This workshop was first developed for emergency medicine physicians. It has since been modified and refined for use as a workshop in several other local, regional, and national education settings. More than 100 faculty have attended the workshop in these varied venues. There was general recognition among participants that the cognitive apprenticeship model was a useful framework for clinical teaching. Evaluations (on a scale from poor to excellent) have been uniformly excellent for quality of handouts, summarizing key points, active learning, and audience participation, and good to excellent for the quality of the background information, clearly presented goals, organization of the activities, and easy to read visuals

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 1697

Titulo

Editorial

 

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
he medical profession uses an apprenticeship model to train future generations of physicians. What sets medicine apart from traditional observation-based apprenticeships, however, is the need for clinician educators to externalize their heuristics to make their internal thought processes explicit and visible for a wide range of learners to observe and implement. This form of thinking out loud does not necessarily come naturally to physicians but can be enhanced through training and practice. This resource describes a faculty development workshop to improve the workplace-based teaching skills of physician educators using a cognitive apprenticeship model. Recent studies demonstrate how this theory resonates with actual practice in medical education and highlight areas for improvement in clinical teaching. The model uses six teaching methodologies (modeling, coaching, scaffolding, articulation, reflection, and exploration) situated in a safe learning environment to address clinical instruction across a broad range of learner levels from preclerkship medical students to PGY 1-4 residents training in professional practice. During this highly interactive workshop, physicians discuss case vignettes to identify gaps in common teaching-learning scenarios and work together to develop solutions by applying the cognitive apprenticeship model. This workshop was first developed for emergency medicine physicians. It has since been modified and refined for use as a workshop in several other local, regional, and national education settings. More than 100 faculty have attended the workshop in these varied venues. There was general recognition among participants that the cognitive apprenticeship model was a useful framework for clinical teaching. Evaluations (on a scale from poor to excellent) have been uniformly excellent for quality of handouts, summarizing key points, active learning, and audience participation, and good to excellent for the quality of the background information, clearly presented goals, organization of the activities, and easy to read visuals

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 1697

Titulo

Tipo : Ley Decreto Norma Resolucion Circular Directiva

 

Año de publicación

Resumen
he medical profession uses an apprenticeship model to train future generations of physicians. What sets medicine apart from traditional observation-based apprenticeships, however, is the need for clinician educators to externalize their heuristics to make their internal thought processes explicit and visible for a wide range of learners to observe and implement. This form of thinking out loud does not necessarily come naturally to physicians but can be enhanced through training and practice. This resource describes a faculty development workshop to improve the workplace-based teaching skills of physician educators using a cognitive apprenticeship model. Recent studies demonstrate how this theory resonates with actual practice in medical education and highlight areas for improvement in clinical teaching. The model uses six teaching methodologies (modeling, coaching, scaffolding, articulation, reflection, and exploration) situated in a safe learning environment to address clinical instruction across a broad range of learner levels from preclerkship medical students to PGY 1-4 residents training in professional practice. During this highly interactive workshop, physicians discuss case vignettes to identify gaps in common teaching-learning scenarios and work together to develop solutions by applying the cognitive apprenticeship model. This workshop was first developed for emergency medicine physicians. It has since been modified and refined for use as a workshop in several other local, regional, and national education settings. More than 100 faculty have attended the workshop in these varied venues. There was general recognition among participants that the cognitive apprenticeship model was a useful framework for clinical teaching. Evaluations (on a scale from poor to excellent) have been uniformly excellent for quality of handouts, summarizing key points, active learning, and audience participation, and good to excellent for the quality of the background information, clearly presented goals, organization of the activities, and easy to read visuals

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1697

Titulo

Autor como conferencia

Paginas

 

Año de publicación

Resumen
he medical profession uses an apprenticeship model to train future generations of physicians. What sets medicine apart from traditional observation-based apprenticeships, however, is the need for clinician educators to externalize their heuristics to make their internal thought processes explicit and visible for a wide range of learners to observe and implement. This form of thinking out loud does not necessarily come naturally to physicians but can be enhanced through training and practice. This resource describes a faculty development workshop to improve the workplace-based teaching skills of physician educators using a cognitive apprenticeship model. Recent studies demonstrate how this theory resonates with actual practice in medical education and highlight areas for improvement in clinical teaching. The model uses six teaching methodologies (modeling, coaching, scaffolding, articulation, reflection, and exploration) situated in a safe learning environment to address clinical instruction across a broad range of learner levels from preclerkship medical students to PGY 1-4 residents training in professional practice. During this highly interactive workshop, physicians discuss case vignettes to identify gaps in common teaching-learning scenarios and work together to develop solutions by applying the cognitive apprenticeship model. This workshop was first developed for emergency medicine physicians. It has since been modified and refined for use as a workshop in several other local, regional, and national education settings. More than 100 faculty have attended the workshop in these varied venues. There was general recognition among participants that the cognitive apprenticeship model was a useful framework for clinical teaching. Evaluations (on a scale from poor to excellent) have been uniformly excellent for quality of handouts, summarizing key points, active learning, and audience participation, and good to excellent for the quality of the background information, clearly presented goals, organization of the activities, and easy to read visuals

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1697

Titulo

 

Año de publicación

Producción de publicación

Volumen

ISBN

Frecuencia

Resumen
he medical profession uses an apprenticeship model to train future generations of physicians. What sets medicine apart from traditional observation-based apprenticeships, however, is the need for clinician educators to externalize their heuristics to make their internal thought processes explicit and visible for a wide range of learners to observe and implement. This form of thinking out loud does not necessarily come naturally to physicians but can be enhanced through training and practice. This resource describes a faculty development workshop to improve the workplace-based teaching skills of physician educators using a cognitive apprenticeship model. Recent studies demonstrate how this theory resonates with actual practice in medical education and highlight areas for improvement in clinical teaching. The model uses six teaching methodologies (modeling, coaching, scaffolding, articulation, reflection, and exploration) situated in a safe learning environment to address clinical instruction across a broad range of learner levels from preclerkship medical students to PGY 1-4 residents training in professional practice. During this highly interactive workshop, physicians discuss case vignettes to identify gaps in common teaching-learning scenarios and work together to develop solutions by applying the cognitive apprenticeship model. This workshop was first developed for emergency medicine physicians. It has since been modified and refined for use as a workshop in several other local, regional, and national education settings. More than 100 faculty have attended the workshop in these varied venues. There was general recognition among participants that the cognitive apprenticeship model was a useful framework for clinical teaching. Evaluations (on a scale from poor to excellent) have been uniformly excellent for quality of handouts, summarizing key points, active learning, and audience participation, and good to excellent for the quality of the background information, clearly presented goals, organization of the activities, and easy to read visuals

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1697

Titulo videos

Año de publicación

Resumen
he medical profession uses an apprenticeship model to train future generations of physicians. What sets medicine apart from traditional observation-based apprenticeships, however, is the need for clinician educators to externalize their heuristics to make their internal thought processes explicit and visible for a wide range of learners to observe and implement. This form of thinking out loud does not necessarily come naturally to physicians but can be enhanced through training and practice. This resource describes a faculty development workshop to improve the workplace-based teaching skills of physician educators using a cognitive apprenticeship model. Recent studies demonstrate how this theory resonates with actual practice in medical education and highlight areas for improvement in clinical teaching. The model uses six teaching methodologies (modeling, coaching, scaffolding, articulation, reflection, and exploration) situated in a safe learning environment to address clinical instruction across a broad range of learner levels from preclerkship medical students to PGY 1-4 residents training in professional practice. During this highly interactive workshop, physicians discuss case vignettes to identify gaps in common teaching-learning scenarios and work together to develop solutions by applying the cognitive apprenticeship model. This workshop was first developed for emergency medicine physicians. It has since been modified and refined for use as a workshop in several other local, regional, and national education settings. More than 100 faculty have attended the workshop in these varied venues. There was general recognition among participants that the cognitive apprenticeship model was a useful framework for clinical teaching. Evaluations (on a scale from poor to excellent) have been uniformly excellent for quality of handouts, summarizing key points, active learning, and audience participation, and good to excellent for the quality of the background information, clearly presented goals, organization of the activities, and easy to read visuals

 

Adjunte la Imagen del Video

 

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10245

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1697

Titulo

Titulo Revista

ISSN

Año de publicación Suplemento

Numero: Volumen

Pagina Inicial Pagina Final

Resumen
he medical profession uses an apprenticeship model to train future generations of physicians. What sets medicine apart from traditional observation-based apprenticeships, however, is the need for clinician educators to externalize their heuristics to make their internal thought processes explicit and visible for a wide range of learners to observe and implement. This form of thinking out loud does not necessarily come naturally to physicians but can be enhanced through training and practice. This resource describes a faculty development workshop to improve the workplace-based teaching skills of physician educators using a cognitive apprenticeship model. Recent studies demonstrate how this theory resonates with actual practice in medical education and highlight areas for improvement in clinical teaching. The model uses six teaching methodologies (modeling, coaching, scaffolding, articulation, reflection, and exploration) situated in a safe learning environment to address clinical instruction across a broad range of learner levels from preclerkship medical students to PGY 1-4 residents training in professional practice. During this highly interactive workshop, physicians discuss case vignettes to identify gaps in common teaching-learning scenarios and work together to develop solutions by applying the cognitive apprenticeship model. This workshop was first developed for emergency medicine physicians. It has since been modified and refined for use as a workshop in several other local, regional, and national education settings. More than 100 faculty have attended the workshop in these varied venues. There was general recognition among participants that the cognitive apprenticeship model was a useful framework for clinical teaching. Evaluations (on a scale from poor to excellent) have been uniformly excellent for quality of handouts, summarizing key points, active learning, and audience participation, and good to excellent for the quality of the background information, clearly presented goals, organization of the activities, and easy to read visuals

 

Base de datos bibliográfica Base de datos bibliográfica Seleccione una Access Medicine Biblioteca VirtualenSalud(BVS) Cochrane Central Dialnet Lilacs-Literatura Latinoamericana en Ciencias de la Salud Medline-PubMed Redalyc ScienceDirect SciELO-Scientific Electronic Library Online WHOLIS Otra

Imagen de portada

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

 

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores