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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 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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Debriefing for technology‐enhanced simulation: a systematic review and meta‐analysis
Debriefing is a common feature of technology‐enhanced simulation (TES) education. However, evidence for its effectiveness remains unclear. We sought to characterise how debriefing is reported in theExpand
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Validation of a rule for termination of resuscitation in out-of-hospital cardiac arrest.
BACKGROUND We prospectively evaluated a clinical prediction rule to be used by emergency medical technicians (EMTs) trained in the use of an automated external defibrillator for the termination ofExpand
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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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The Causes of Errors in Clinical Reasoning: Cognitive Biases, Knowledge Deficits, and Dual Process Thinking
Contemporary theories of clinical reasoning espouse a dual processing model, which consists of a rapid, intuitive component (Type 1) and a slower, logical and analytical component (Type 2). AlthoughExpand
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Technology-enhanced simulation in emergency medicine: a systematic review and meta-analysis.
OBJECTIVES Technology-enhanced simulation is used frequently in emergency medicine (EM) training programs. Evidence for its effectiveness, however, remains unclear. The objective of this study was toExpand
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The Etiology of Diagnostic Errors: A Controlled Trial of System 1 Versus System 2 Reasoning
Purpose Diagnostic errors are thought to arise from cognitive biases associated with System 1 reasoning, which is rapid and unconscious. The primary hypothesis of this study was that the instructionExpand
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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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Defining the Key Roles and Competencies of the Clinician–Educator of the 21st Century: A National Mixed-Methods Study
Purpose To determine a consensus definition of a clinician–educator and the related domains of competence. Method During September 2010 to March 2011, the authors conducted a two-phase mixed-methodsExpand
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