BACKGROUND The outcomes-based assessment rubric is a novel systematic instrument for documenting improvement in clinical learning. APPROACH This article describes the development of a rubric aimed at introducing specific performance indicators to measure the Accreditation Council for Graduate Medical Education competencies. RESULTS The potential benefits and implications for medical educati...

PURPOSE/OBJECTIVES To provide a description of the inception and evolution of the Breast Cancer Education and Risk Assessment Program. DATA SOURCES Computerized database (e.g., Personal Family History Risk Assessment Model, Knowledge Assessment Tool, risk perception, evaluation form) and author experience. DATA SYNTHESIS A total of 749 women participated in the group education and risk-asse...

BACKGROUND AND OBJECTIVES The neuropsychological exam plays a central role in the assessment of elderly patients with cognitive complaints. It is particularly relevant to differentiate patients with mild dementia from those subjects with mild cognitive impairment. Formal education is a critical factor in neuropsychological performance; however, there are few studies that evaluated the psychomet...

Making judgements on the competency of our peers and trainees is important in patient healthcare. Inaccuracies in such judgements could place patients at risk. First described in 1979, Objective Structured Clinical Examinations (OSCEs) have become one of the most widely used methods of assessing aspects of clinical competency in healthcare education. This method of assessment was originally dev...

BACKGROUND Preparation of specialist critical care nurses in Australia is at graduate level, although there remains considerable variation in courses offered in relation to qualification, content, assessment and outcomes. As higher education providers must now comply with the Australian Qualifications Framework (AQF) a study was conducted to examine existing critical care courses and graduate p...

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 the level of the trainee, the program, and the public. When designing an assessment system for CBME, medical education leaders must attend to the context of the multiple settings where clinical trainin...