7. Présentation d'un portfolio électronique pour la formation et l'évaluation des compétences CanMEDS en obstétrique-gynécologie

2007 ◽  
Vol 30 (4) ◽  
pp. 30
Author(s):  
M.-J. Dupuis ◽  
D. Girardot
Keyword(s):  
Postgraduate Training ◽  
Medical Teacher ◽  
Pédagogie Médicale ◽  
Online Portfolio

Bien que les objectifs d’apprentissage et fiches d’évaluation de stage tiennent compte des sept compétences CanMEDS, il est difficile d’intégrer celles ci dans l’apprentissage et l’évaluation. Le portfolio, lorsque utilisé dans une approche réflexive, favorise l’apprentissage des compétences. Le développement et l’utilisation du portfolio visent une meilleure intégration des rôles CanMEDS dans l’apprentissage et une évaluation authentique des compétences. Notre programme adopte le portfolio comme outil d’apprentissage et d’évaluation. Pour chaque compétence CanMEDS, le portfolio comprend 6 sections : 1) Critères spécifiques pour la compétence, 2) Description par le résident d’une bonne et d’une mauvaise performance, 3) Description d’un incident critique (un par année) ayant transformé sa formation, 4) Auto évaluation, 5) Rétroaction. A chaque trimestre, le résident rencontre son tuteur et présente son auto évaluation. Celle-ci est comparée à l’évaluation que les superviseurs font du résident, compilée et présentée au résident par son tuteur. Annuellement, le résident fournit la preuve de sa progression pour une compétence donnée. Pour ce faire, il complète son portfolio régulièrement en cours d’année pour documenter l’analyse de sa progression à l’aide d’exemples tirés de son portfolio. Après une année d’implantation, nous évaluerons l’impact sur la perception de l’intégration des compétences CanMEDS aux niveaux des apprentissages et des évaluations, et le degré de satisfaction des résidents et des tuteurs. Naccache N, Samson L, Jouquan J. Le portfolio en éducation des sciences de la santé: un outil d’apprentissage, de développement professionnel et d’évaluation. Pédagogie médicale, 2006; 7: 110-27. Tardif J. L’évaluation des compétences: documenter le parcours de développement, 2006 Kjaer NK, Maagaard R, Wied S. Using an online portfolio in postgraduate training. Medical Teacher, 2006; 8:708-712

73. "I just don't want to kill anybody": The first six months of postgraduate trainings

2007 ◽  
Vol 30 (4) ◽  
pp. 69
Author(s):  
D. Martin ◽  
S. Glover Takahashi
Keyword(s):  
Medical Student ◽  
Education Reform ◽  
New England ◽  
Clinical Education ◽  
Postgraduate Training ◽  
Training Programme ◽  
Medical Teacher ◽  
Individual Interviews ◽  
Medicine Resident ◽  
Transition Experience

This paper describes a qualitative study that used focus groups and individual interviews to explore newly graduated medical students’ experience of the first six months of a postgraduate training programme. This study explored the residents’ concerns, changes that occurred and the influences the residents attributed to those changes during the first six months, this paper focuses on the residents’ experience of responsibility during this initial training period. Residents felt there was a huge leap in responsibility when they made the transition from being a medical student to being a doctor, specifically in the areas of knowledge, practice management, and relationships. This paper describes how the residents felt there was a disconnect between their experience of responsibility as a medical student and their experience of responsibility as a doctor. Residents were concerned they lacked the necessary medical experience and expertise for someone wearing the title “doctor”. It was not until residents felt relatively confident that they were not going to harm patients with their knowledge that they were able to begin the process of understanding what it meant to be the family physician, which allowed them to begin identifying with the role of family medicine resident. This process took weeks for some residents and several months for others. This study lays the groundwork for better understanding the transition experience from undergraduate to postgraduate training from the resident’s perspective. This paper focuses specifically on the concerns residents had adjusting to their new responsibilities and the implications this might have for medical educators and curriculum developers. Hirsh DA., Ogur B, Thibault GE, Cox M. “Continuity” as an Organizing Principle for Clinical Education Reform. The New England Journal of Medicine 2007 (Feb):858-866. Kendall ML, Hesketh EA, Macpherson SG. The learning environment for junior doctor training – what hinders, what helps. Medical Teacher 2005; 25:619 – 24. Luthy C, Perrier A, Perrin E, Cedrascht C, Allaz AF. Exploring the major difficulties perceived by residents in training: a pilot study. Swiss Medical Weekly 2004; 134:612-17.

scholarly journals Designing an online portfolio for postgraduate training of GPs in Denmark

2008 ◽  
Vol 26 (2) ◽  
pp. 70-73 ◽  
Author(s):  
Niels Kristian Kjaer ◽  
Roar Maagaard ◽  
Sidsel Wied
Keyword(s):  
Postgraduate Training ◽  
Online Portfolio

Using an online portfolio in postgraduate training

2006 ◽  
Vol 28 (8) ◽  
pp. 708-712 ◽  
Author(s):  
Niels Kristian Kjaer ◽  
Roar Maagaard ◽  
Sidsel Wied
Keyword(s):  
Postgraduate Training ◽  
Online Portfolio

Medical Teacher

2020 ◽  
Vol 22 (2) ◽  
pp. 77-78
Author(s):  
Salma Sultana
Keyword(s):  
Medical Teacher

Abstract not available Journal of Surgical Sciences (2018) Vol. 22 (2) : 77-78

59. General medicine residents' perception of the mini-CEXs

2007 ◽  
Vol 30 (4) ◽  
pp. 61
Author(s):  
S. Malhotra ◽  
R. Hatala ◽  
C.-A. Courneya
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Focus Group ◽  
Qualitative Study ◽  
Focus Groups ◽  
General Medicine ◽  
Clinical History ◽  
Phenomenological Approach ◽  
Medical Teacher ◽  
The Impact

The mini-CEX is a 30 minute observed clinical encounter. It can be done in the outpatient, inpatient or emergency room setting. It strives to look at several parameters including a clinical history, physical, professionalism and overall clinical competence. Trainees are rated using a 9-point scoring system: 1-3 unsatisfactory, 4-6 satisfactory and 7-9 superior. Eight months after the introduction of the mini-CEX to the core University of British Columbia Internal Medicine Residents, a one hour semi-structured focus group for residents in each of the three years took place. The focus groups were conducted by an independent moderator, audio-recorded and transcribed. Using a phenomenological approach the comments made by the focus groups participants were read independently by three authors, organized into major themes. In doing so, several intriguing common patterns were revealed on how General Medicine Residents perceive their experience in completing a mini-CEX. The themes include Education, Assessment and Preparation for the Royal College of Physicians and Surgeons Internal Medicine exam. Resident learners perceived that the mini-CEX process provided insight into their clinical strengths and weaknesses. Focus group participants favored that the mini-CEX experience will benefit them in preparation, and successful completion of their licensing exam. Daelmans HE, Overmeer RM, van der Hem-Stockroos HH, Scherpbier AJ, Stehouwer CD, van der Vleuten CP. In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation. Medical Education 2006; 40(1):51-8. De Lima AA, Henquin R, Thierer J, Paulin J, Lamari S, Belcastro F, Van der Vleuten CPM. A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. Medical Teacher January 2005; 27(1):46-52. DiCicco-Bloom B, Crabtree BF. The Qualitative Research Interview. Medical Education 2006; 40:314-32.

SCIENTIFIC BASIS OF POSTGRADUATE TRAINING FOR OFFICER WORKING ETHNIC AFFAIRS USING STATE BUDGET IN THE PERIOD OF 2018 – 2025

2017 ◽  
Author(s):  
La Duc Minh ◽  
Nguyen Thi Hao ◽  
Vu Thi Thuy
Keyword(s):  
Economic Development ◽  
Ethnic Groups ◽  
Human Resource ◽  
Postgraduate Training ◽  
Scientific Basis ◽  
National Defense ◽  
High Quality ◽  
State Budget ◽  
International Integration

Ethnic affairs play an important role in socio of ethnic groups’ solidarity, assurance of security and national defense stability. In -economic development, maintenanceorder to improve the quality of ethnic affairs, it is practical to carry out postgraduate training of officer implementing ethnic affairs using state budget with the aim of encouraging and enhancing officer quality to satisfy high-quality human resource in international integration.

Students and Faculty Perspective of a Good Medical Teacher in the Asian Context

2019 ◽  
Vol 02 (03) ◽  
Author(s):  
Siew Kheong Lum ◽  
Ismail AS Burud ◽  
Rajendra Shirahatti ◽  
Ankur Barua
Keyword(s):  
Medical Teacher ◽  
Asian Context
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