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The CanMEDS 2005 Physician Competency Framework
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Competency-based medical education: theory to practice
Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on manyExpand
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The CanMEDS initiative: implementing an outcomes-based framework of physician competencies
Background: Outcomes-based education in the health professions has emerged as a priority for curriculum planners striving to align with societal needs. However, many struggle with effective methodsExpand
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The role of assessment in competency-based medical education
Competency-based medical education (CBME), by definition, necessitates a robust and multifaceted assessment system. Assessment and the judgments or evaluations that arise from it are important at theExpand
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Toward a definition of competency-based education in medicine: a systematic review of published definitions
Background: Competency-based education (CBE) has emerged in the health professions to address criticisms of contemporary approaches to training. However, the literature has no clear, widely acceptedExpand
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Competency-based medical education in postgraduate medical education
With the introduction of Tomorrow's Doctors in 1993, medical education began the transition from a time- and process-based system to a competency-based training framework. ImplementingExpand
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Enhancing the quality of morbidity and mortality rounds: the Ottawa M&M model.
OBJECTIVES The objective of this study was to determine the feasibility and acceptability of a structured morbidity and mortality (M&M) rounds model through an innovative educational intervention. Expand
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Shiftwork and emergency medical practice.
Shiftwork has numerous negative effects on workers, but it is an essential component of the demanding 24/7 practice of emergency medicine. We conducted a systematic literature review to characterizeExpand
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A national clinician–educator program: a model of an effective community of practice
Abstract Background: The increasing complexity of medical training often requires faculty members with educational expertise to address issues of curriculum design, instructional methods, assessment,Expand
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