What (else) happened? A key question for learning programmes.
Good paper from 2013 on the need to go beyond just asking 'did our programme work?' "It is clear that programme evaluations using traditional ‘outcomes-based’ models are inadequate for the health professions context. Consequently, the scholarship in health professions education has begun to incorporate...
Source: wiley.com
Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework
Interesting paper about beliefs among medical educators. This has been
developed with a qualitative study of undergraduate educators but the
framework makes for good reading for those of us involved in urging
colleagues and expert speakers to become more learner-centred. "The sharp divide between...
Source: biomedcentral.com
Current themes and challenges facing HPE accreditation in the 21st century
A supplement in BMC Medical Education on Health Professional Education accreditation from the community of practice The International Health Professions Accreditation Outcomes Consortium (IFPAOC) - which was founded in 2012. This supplement focuses on graduate and residency programmes but it also addresses...
Source: biomedcentral.com
The Nuremberg Code 70 Years Later: This Viewpoint examines the impact that the Nuremberg Code has had on the history of
The Nuremberg Code 70 Years Later: This Viewpoint examines the impact that the Nuremberg Code has had on the history of biomedical research ethics and discusses its place at the intersection of contemporary medicine and politics. Jonathan D. Moreno. Ulf Schmidt. Steve Joffe. JAMA.
Source: jamanetwork.com
Editorial: Contemporary Faces of Diabetes Care for Youth and Young Adults in the 21st Century: Evolution in the Roles of
Editorial: Contemporary Faces of Diabetes Care for Youth and Young Adults in the 21st Century: Evolution in the Roles of Patients and Families, Healthcare Providers and Systems, Behavioral Health, and the Online Community Current diabetes reviews.
Source: nih.gov
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