Cargando…

All of this and he can cook, too…

Professor Cees van der Vleuten has been awarded the 2012 Karolinska Insitutet Prize for Research in Medical Education for his research in evaluation and assessment of medical competences.

Detalles Bibliográficos
Autor principal:	van Dalen, Jan
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Bohn Stafleu van Loghum 2012
Materias:	Eye-Opener
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3508284/ https://www.ncbi.nlm.nih.gov/pubmed/23205346 http://dx.doi.org/10.1007/s40037-012-0031-2

Ejemplares similares

‘One size does not fit all’: The value of person-centred analysis in health professions education research
por: Kusurkar, Rashmi A., et al.
Publicado: (2020)

Blind spots in medical education: how can we envision new possibilities?
por: Tackett, Sean, et al.
Publicado: (2022)

You can have both: Coaching to promote clinical competency and professional identity formation
por: Parsons, Andrew S., et al.
Publicado: (2020)

Academic and scientific education in medical curricula in the Netherlands: a programme director’s view
por: de Beaufort, Arnout Jan, et al.
Publicado: (2013)

“Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions
por: van Enk, Anneke, et al.
Publicado: (2020)

On the issue of costs in programmatic assessment
por: van der Vleuten, Cees P. M., et al.
Publicado: (2016)

Progress test utopia
por: van der Vleuten, Cees, et al.
Publicado: (2018)

Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment
por: Brand, Paul L. P., et al.
Publicado: (2020)

The discourse of generational segmentation and the implications for postgraduate medical education
por: Busari, Jamiu O.
Publicado: (2013)

Persistent reservations against the premedical and medical curriculum
por: Prasad, Vinay
Publicado: (2013)

Help wanted: developing clinician leaders
por: Stoller, James K.
Publicado: (2014)

Research challenges in digital education
por: Norman, Geoff
Publicado: (2014)

Physiologically lucky: the role of medical physiology in modern medical education: An interview with Dr. John E. Hall
por: Adi, Ahmad H., et al.
Publicado: (2013)

The last generation of the pommy medical officer
por: Armstrong, A.
Publicado: (2013)

Problem-based learning sessions and undergraduate research: a medical student’s perspective and experience
por: AlAmodi, Abdulhadi A.
Publicado: (2013)

Eye opener: exploring complexity using rich pictures
por: Cristancho, Sayra
Publicado: (2015)

This thing called life
por: Atherley, Anique E.N., et al.
Publicado: (2015)

Studying learning in the healthcare setting: the potential of quantitative diary methods
por: Ciere, Yvette, et al.
Publicado: (2015)

Time to take health economics seriously—medical education in the United Kingdom
por: Jain, Vageesh
Publicado: (2016)

Opening our eyes to Global Health; a philosophy of universal values
por: Wass, Val
Publicado: (2015)

Medical education research: is participation fair?
por: Walsh, Kieran
Publicado: (2014)

“You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula
por: Outram, Sue, et al.
Publicado: (2014)

Is dissection the only way to learn anatomy? Thoughts from students at a non-dissecting based medical school
por: Patel, Salil B., et al.
Publicado: (2015)

Competency-based medical education and scholarship: Creating an active academic culture during residency
por: Bourgeois, James A., et al.
Publicado: (2015)

From problem solving to problem definition: scrutinizing the complex nature of clinical practice
por: Cristancho, Sayra, et al.
Publicado: (2016)

Point of view filming and the elicitation interview
por: Skinner, Jonathan, et al.
Publicado: (2016)

Academic promotion packages: crafting connotative frames
por: Varpio, Lara, et al.
Publicado: (2016)

Science: the slow march of accumulating evidence
por: Picho, Katherine, et al.
Publicado: (2016)

Fairness: the hidden challenge for competency-based postgraduate medical education programs
por: Colbert, Colleen Y., et al.
Publicado: (2017)

Standardized residency training in China: the new internal medicine curriculum
por: Lio, Jonathan, et al.
Publicado: (2017)

To fail is human: remediating remediation in medical education
por: Kalet, Adina, et al.
Publicado: (2017)

The reflective zombie: Problematizing the conceptual framework of reflection in medical education
por: de la Croix, Anne, et al.
Publicado: (2018)

Analysis of question text properties for equality monitoring
por: Zahra, Daniel, et al.
Publicado: (2018)

Problems of problem-based learning: Towards transformative critical pedagogy in medical education
por: Cavanagh, Alice, et al.
Publicado: (2019)

A critical perspective on the modified personal interview
por: Pieris, Dilshan
Publicado: (2018)

Limited by our limitations
por: Ross, Paula T., et al.
Publicado: (2019)

How do small groups make decisions?: A theoretical framework to inform the implementation and study of clinical competency committees
por: Chahine, Saad, et al.
Publicado: (2017)

Re-positioning faculty development as knowledge mobilization for health professions education
por: Ng, Stella L., et al.
Publicado: (2017)

‘How would you call this in English?’: Being reflective about translations in international, cross-cultural qualitative research
por: Helmich, Esther, et al.
Publicado: (2017)

Applying occupational and organizational psychology theory to entrustment decision-making about trainees in health care: a conceptual model
por: Holzhausen, Ylva, et al.
Publicado: (2017)

Cannot write session to /tmp/vufind_sessions/sess_s6g5fj2171joh9oec0rn3cma0i