Transforming Medical Assessment

Transforming Medical Education.

riculum, and culture and systems change. The Triple Aim for Medical Education parallels and complements the Triple Aim for Health Care – better care, better value, better health – and will allow the development of a new standard for medical education. A unique aspect of the Kern Institute is its collaborative framework, as it will work closely with a National Transformation Network (NTN) to ach...

Transforming a Competency Model to Assessment Items

The problem of comparing and matching different learners’ knowledge arises when assessment systems use a one-dimensional numerical value to represent “knowledge level”. Such assessment systems may measure inconsistently because they estimate this level differently and inadequately. The multi-dimensional competency model called COMpetence-Based learner knowledge for personalized Assessment (COMB...

Medical vagotomy: an assessment.

Landon, J., Wynn, V., James, V. H. T., and Wood, J. B. (1965). 7. clin. Endocr., 25, 602. Larzelere, R. G., jun., Barthold, E. A., Willett, F. M., Feichtmeir, T. V., Wilson, L., and Engleman, E. P. (1957). Arch. intern. Med., 99, 888. Marks, L. J., Donovan, M. J., Duncan, F. J., and Karger, R. (1959). 7. clin. Endocr., 19, 1458. Pearson, R. S. B. (1959). Postgrad. med. 7., 35, 463. Peterson, R....

Assessment in medical education.

Copyright © 2007 Massachusetts Medical Society. A s an attending physician working with a student for a week, you receive a form that asks you to evaluate the student’s fund of knowledge, procedural skills, professionalism, interest in learning, and “systems-based practice.” You wonder which of these attributes you can reliably assess and how the data you provide will be used to further the stu...

Transforming scientific discovery into medical application at the IMB.