ID Consecutivo : 2284

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serie

Editorial

 

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Resumen
BACKGROUND: Competency-based medical education requires frequent assessment to tailor learning experiences to the needs of trainees. In 2012, we implemented the McMaster Modular Assessment Program, which captures shift-based assessments of resident global performance. OBJECTIVE: We described patterns (ie, trends and sources of variance) in aggregated workplace-based assessment data. METHODS: Emergency medicine residents and faculty members from 3 Canadian university-affiliated, urban, tertiary care teaching hospitals participated in this study. During each shift, supervising physicians rated residents' performance using a behaviorally anchored scale that hinged on endorsements for progression. We used a multilevel regression model to examine the relationship between global rating scores and time, adjusting for data clustering by resident and rater. RESULTS: We analyzed data from 23 second-year residents between July 2012 and June 2015, which yielded 1498 unique ratings (65 ± 18.5 per resident) from 82 raters. The model estimated an average score of 5.7 ± 0.6 at baseline, with an increase of 0.005 ± 0.01 for each additional assessment. There was significant variation among residents' starting score (y-intercept) and trajectory (slope). CONCLUSIONS: Our model suggests that residents begin at different points and progress at different rates. Meta-raters such as program directors and Clinical Competency Committee members should bear in mind that progression may take time and learning trajectories will be nuanced. Individuals involved in ratings should be aware of sources of noise in the system, including the raters themselves.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

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

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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

 

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ID Consecutivo : 2284

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
BACKGROUND: Competency-based medical education requires frequent assessment to tailor learning experiences to the needs of trainees. In 2012, we implemented the McMaster Modular Assessment Program, which captures shift-based assessments of resident global performance. OBJECTIVE: We described patterns (ie, trends and sources of variance) in aggregated workplace-based assessment data. METHODS: Emergency medicine residents and faculty members from 3 Canadian university-affiliated, urban, tertiary care teaching hospitals participated in this study. During each shift, supervising physicians rated residents' performance using a behaviorally anchored scale that hinged on endorsements for progression. We used a multilevel regression model to examine the relationship between global rating scores and time, adjusting for data clustering by resident and rater. RESULTS: We analyzed data from 23 second-year residents between July 2012 and June 2015, which yielded 1498 unique ratings (65 ± 18.5 per resident) from 82 raters. The model estimated an average score of 5.7 ± 0.6 at baseline, with an increase of 0.005 ± 0.01 for each additional assessment. There was significant variation among residents' starting score (y-intercept) and trajectory (slope). CONCLUSIONS: Our model suggests that residents begin at different points and progress at different rates. Meta-raters such as program directors and Clinical Competency Committee members should bear in mind that progression may take time and learning trajectories will be nuanced. Individuals involved in ratings should be aware of sources of noise in the system, including the raters themselves.

 

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

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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

 

Signatura topografica:

ID Consecutivo : 2284

Titulo

Tipo : Ley Decreto Norma Resolucion Circular Directiva

 

Año de publicación

Resumen
BACKGROUND: Competency-based medical education requires frequent assessment to tailor learning experiences to the needs of trainees. In 2012, we implemented the McMaster Modular Assessment Program, which captures shift-based assessments of resident global performance. OBJECTIVE: We described patterns (ie, trends and sources of variance) in aggregated workplace-based assessment data. METHODS: Emergency medicine residents and faculty members from 3 Canadian university-affiliated, urban, tertiary care teaching hospitals participated in this study. During each shift, supervising physicians rated residents' performance using a behaviorally anchored scale that hinged on endorsements for progression. We used a multilevel regression model to examine the relationship between global rating scores and time, adjusting for data clustering by resident and rater. RESULTS: We analyzed data from 23 second-year residents between July 2012 and June 2015, which yielded 1498 unique ratings (65 ± 18.5 per resident) from 82 raters. The model estimated an average score of 5.7 ± 0.6 at baseline, with an increase of 0.005 ± 0.01 for each additional assessment. There was significant variation among residents' starting score (y-intercept) and trajectory (slope). CONCLUSIONS: Our model suggests that residents begin at different points and progress at different rates. Meta-raters such as program directors and Clinical Competency Committee members should bear in mind that progression may take time and learning trajectories will be nuanced. Individuals involved in ratings should be aware of sources of noise in the system, including the raters themselves.

 

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

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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

 

ID Consecutivo : 2284

Titulo

Autor como conferencia

Paginas

 

Año de publicación

Resumen
BACKGROUND: Competency-based medical education requires frequent assessment to tailor learning experiences to the needs of trainees. In 2012, we implemented the McMaster Modular Assessment Program, which captures shift-based assessments of resident global performance. OBJECTIVE: We described patterns (ie, trends and sources of variance) in aggregated workplace-based assessment data. METHODS: Emergency medicine residents and faculty members from 3 Canadian university-affiliated, urban, tertiary care teaching hospitals participated in this study. During each shift, supervising physicians rated residents' performance using a behaviorally anchored scale that hinged on endorsements for progression. We used a multilevel regression model to examine the relationship between global rating scores and time, adjusting for data clustering by resident and rater. RESULTS: We analyzed data from 23 second-year residents between July 2012 and June 2015, which yielded 1498 unique ratings (65 ± 18.5 per resident) from 82 raters. The model estimated an average score of 5.7 ± 0.6 at baseline, with an increase of 0.005 ± 0.01 for each additional assessment. There was significant variation among residents' starting score (y-intercept) and trajectory (slope). CONCLUSIONS: Our model suggests that residents begin at different points and progress at different rates. Meta-raters such as program directors and Clinical Competency Committee members should bear in mind that progression may take time and learning trajectories will be nuanced. Individuals involved in ratings should be aware of sources of noise in the system, including the raters themselves.

 

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

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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

 

ID Consecutivo : 2284

Titulo

 

Año de publicación

Producción de publicación

Volumen

ISBN

Frecuencia

Resumen
BACKGROUND: Competency-based medical education requires frequent assessment to tailor learning experiences to the needs of trainees. In 2012, we implemented the McMaster Modular Assessment Program, which captures shift-based assessments of resident global performance. OBJECTIVE: We described patterns (ie, trends and sources of variance) in aggregated workplace-based assessment data. METHODS: Emergency medicine residents and faculty members from 3 Canadian university-affiliated, urban, tertiary care teaching hospitals participated in this study. During each shift, supervising physicians rated residents' performance using a behaviorally anchored scale that hinged on endorsements for progression. We used a multilevel regression model to examine the relationship between global rating scores and time, adjusting for data clustering by resident and rater. RESULTS: We analyzed data from 23 second-year residents between July 2012 and June 2015, which yielded 1498 unique ratings (65 ± 18.5 per resident) from 82 raters. The model estimated an average score of 5.7 ± 0.6 at baseline, with an increase of 0.005 ± 0.01 for each additional assessment. There was significant variation among residents' starting score (y-intercept) and trajectory (slope). CONCLUSIONS: Our model suggests that residents begin at different points and progress at different rates. Meta-raters such as program directors and Clinical Competency Committee members should bear in mind that progression may take time and learning trajectories will be nuanced. Individuals involved in ratings should be aware of sources of noise in the system, including the raters themselves.

 

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

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

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

 

ID Consecutivo : 2284

Titulo videos

Año de publicación

Resumen
BACKGROUND: Competency-based medical education requires frequent assessment to tailor learning experiences to the needs of trainees. In 2012, we implemented the McMaster Modular Assessment Program, which captures shift-based assessments of resident global performance. OBJECTIVE: We described patterns (ie, trends and sources of variance) in aggregated workplace-based assessment data. METHODS: Emergency medicine residents and faculty members from 3 Canadian university-affiliated, urban, tertiary care teaching hospitals participated in this study. During each shift, supervising physicians rated residents' performance using a behaviorally anchored scale that hinged on endorsements for progression. We used a multilevel regression model to examine the relationship between global rating scores and time, adjusting for data clustering by resident and rater. RESULTS: We analyzed data from 23 second-year residents between July 2012 and June 2015, which yielded 1498 unique ratings (65 ± 18.5 per resident) from 82 raters. The model estimated an average score of 5.7 ± 0.6 at baseline, with an increase of 0.005 ± 0.01 for each additional assessment. There was significant variation among residents' starting score (y-intercept) and trajectory (slope). CONCLUSIONS: Our model suggests that residents begin at different points and progress at different rates. Meta-raters such as program directors and Clinical Competency Committee members should bear in mind that progression may take time and learning trajectories will be nuanced. Individuals involved in ratings should be aware of sources of noise in the system, including the raters themselves.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

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

https://pesquisa.bvsalud.org/portal/resource/es/mdl-29270262

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

 

ID Consecutivo : 2284

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Resumen
BACKGROUND: Competency-based medical education requires frequent assessment to tailor learning experiences to the needs of trainees. In 2012, we implemented the McMaster Modular Assessment Program, which captures shift-based assessments of resident global performance. OBJECTIVE: We described patterns (ie, trends and sources of variance) in aggregated workplace-based assessment data. METHODS: Emergency medicine residents and faculty members from 3 Canadian university-affiliated, urban, tertiary care teaching hospitals participated in this study. During each shift, supervising physicians rated residents' performance using a behaviorally anchored scale that hinged on endorsements for progression. We used a multilevel regression model to examine the relationship between global rating scores and time, adjusting for data clustering by resident and rater. RESULTS: We analyzed data from 23 second-year residents between July 2012 and June 2015, which yielded 1498 unique ratings (65 ± 18.5 per resident) from 82 raters. The model estimated an average score of 5.7 ± 0.6 at baseline, with an increase of 0.005 ± 0.01 for each additional assessment. There was significant variation among residents' starting score (y-intercept) and trajectory (slope). CONCLUSIONS: Our model suggests that residents begin at different points and progress at different rates. Meta-raters such as program directors and Clinical Competency Committee members should bear in mind that progression may take time and learning trajectories will be nuanced. Individuals involved in ratings should be aware of sources of noise in the system, including the raters themselves.

 

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

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo 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