Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education

Implication Statement In competency-based medical education (CBME), assessment is learner-driven; learners may fail to progress if assessments are not completed. The General Internal Medicine (GIM) program at Queen’s University uses an educational technique known as scaffolding in its assessment str...

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Detalles Bibliográficos
Autores principales: Pero, Rebecca, Marcotte, Laura
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Canadian Medical Education Journal 2019
Materias:
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Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6681931/
https://www.ncbi.nlm.nih.gov/pubmed/31388385

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6681931/
https://www.ncbi.nlm.nih.gov/pubmed/31388385

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