The Experts below are selected from a list of 249 Experts worldwide ranked by ideXlab platform
Joseph M Ernest - One of the best experts on this subject based on the ideXlab platform.
-
The process of translating women's health care competencies into Educational Objectives.
American journal of obstetrics and gynecology, 2020Co-Authors: Sonya S Erickson, Jay Bachicha, Jessica Bienstock, Mary C Ciotti, Diane M Hartmann, William P Metheny, Elizabeth Puscheck, Paul M Krueger, Joseph M ErnestAbstract:"Women's Health Care Competencies for Medical Students" lists the competencies undifferentiated medical students should be able to demonstrate before graduation. The Association of Professors of Gynecology and Obstetrics (APGO) was among the groups asked to convert specified competencies into Educational Objectives. Working individually, APGO's Undergraduate Medical Education Committee members used APGO's Medical Student Educational Objectives, Seventh Edition, to construct Objectives appropriate to preassigned competencies. Referring to the work of Miller, members determined the level of professional competence medical students should reach for each objective. Members also selected evaluation tools appropriate for the skill and its competency level from the Toolbox of Assessment Methods created by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties. The group collectively revised the work of its members using a standard format to generate the final product.
-
the process of translating women s health care competencies into Educational Objectives
American Journal of Obstetrics and Gynecology, 2002Co-Authors: Sonya S Erickson, Jay Bachicha, Jessica Bienstock, Mary C Ciotti, Diane M Hartmann, William P Metheny, Elizabeth Puscheck, Paul M Krueger, Joseph M ErnestAbstract:Abstract "Women's Health Care Competencies for Medical Students" lists the competencies undifferentiated medical students should be able to demonstrate before graduation. The Association of Professors of Gynecology and Obstetrics (APGO) was among the groups asked to convert specified competencies into Educational Objectives. Working individually, APGO's Undergraduate Medical Education Committee members used APGO's Medical Student Educational Objectives, Seventh Edition , to construct Objectives appropriate to preassigned competencies. Referring to the work of Miller, members determined the level of professional competence medical students should reach for each objective. Members also selected evaluation tools appropriate for the skill and its competency level from the Toolbox of Assessment Methods created by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties. The group collectively revised the work of its members using a standard format to generate the final product. (Am J Obstet Gynecol 2002;187:S25-7.)
Nikos J Mourtos - One of the best experts on this subject based on the ideXlab platform.
-
Program Educational Objectives and Assessment: A Systematic Process for Continuous Improvement
2020Co-Authors: Nikos J MourtosAbstract:In a globalized economy it is important to have common standards in engineering education and practice. The newly established ABET Engineering Criteria (EC 2000) may serve as a basis for future world-wide engineering standards. One of these (Criterion 2) refers to Program Educational Objectives. The paper describes the design and implementation of a systematic process for defining and assessing Program Educational Objectives using faculty input, interviews with graduating seniors, alumni and employer surveys, and input from industrial advisory boards. The Program Educational Objectives for the Aerospace and Mechanical Engineering Programs at San Jose State University are discussed in the paper along with results from the first cycle of assessment.
-
Workshop Program Educational Objectives and Outcomes: How to Design a Sustainable, Systematic Process for Continuous Improvement
Proceedings. Frontiers in Education. 36th Annual Conference, 2006Co-Authors: Nikos J MourtosAbstract:ABET adopted recently two new criteria for evaluating engineering programs: Criterion 2 (Program Educational Objectives) and Criterion 3 (Program Outcomes). A systematic process must be in place to assess the achievement of both the program outcomes - before students graduate - and the program Educational Objectives - after graduates leave the program. This process needs to be ongoing to ensure the continuous improvement of each program. The workshop addresses the design and implementation of a sustainable, systematic process for defining and assessing program Educational Objectives and program outcomes to satisfy ABET EC 2000 requirements. Results from the successful implementation of such a process will be presented. The workshop format will combine direct instruction, individual practice, interaction among the participants, and discussion. Participants will have an opportunity to develop their own tools and processes that suit their specific program.
-
Workshop Program Educational Objectives and Outcomes: How to Design a Sustainable, Systematic Process for Continuous Improvement
Proceedings. Frontiers in Education. 36th Annual Conference, 2006Co-Authors: Nikos J MourtosAbstract:ABET adopted recently two new criteria for evaluating engineering programs: criterion 2 (program Educational Objectives) and criterion 3 (program outcomes). A systematic process must be in place to assess the achievement of both the program outcomes - before students graduate - and the program Educational Objectives - after graduates leave the program. This process needs to be ongoing to ensure the continuous improvement of each program. The workshop addresses the design and implementation of a sustainable, systematic process for defining and assessing program Educational Objectives and program outcomes to satisfy ABET EC 2000 requirements. Results from the successful implementation of such a process will be presented. The workshop format will combine direct instruction, individual practice, interaction among the participants, and discussion. Participants will have an opportunity to develop their own tools and processes that suit their specific program
Sonya S Erickson - One of the best experts on this subject based on the ideXlab platform.
-
The process of translating women's health care competencies into Educational Objectives.
American journal of obstetrics and gynecology, 2020Co-Authors: Sonya S Erickson, Jay Bachicha, Jessica Bienstock, Mary C Ciotti, Diane M Hartmann, William P Metheny, Elizabeth Puscheck, Paul M Krueger, Joseph M ErnestAbstract:"Women's Health Care Competencies for Medical Students" lists the competencies undifferentiated medical students should be able to demonstrate before graduation. The Association of Professors of Gynecology and Obstetrics (APGO) was among the groups asked to convert specified competencies into Educational Objectives. Working individually, APGO's Undergraduate Medical Education Committee members used APGO's Medical Student Educational Objectives, Seventh Edition, to construct Objectives appropriate to preassigned competencies. Referring to the work of Miller, members determined the level of professional competence medical students should reach for each objective. Members also selected evaluation tools appropriate for the skill and its competency level from the Toolbox of Assessment Methods created by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties. The group collectively revised the work of its members using a standard format to generate the final product.
-
the process of translating women s health care competencies into Educational Objectives
American Journal of Obstetrics and Gynecology, 2002Co-Authors: Sonya S Erickson, Jay Bachicha, Jessica Bienstock, Mary C Ciotti, Diane M Hartmann, William P Metheny, Elizabeth Puscheck, Paul M Krueger, Joseph M ErnestAbstract:Abstract "Women's Health Care Competencies for Medical Students" lists the competencies undifferentiated medical students should be able to demonstrate before graduation. The Association of Professors of Gynecology and Obstetrics (APGO) was among the groups asked to convert specified competencies into Educational Objectives. Working individually, APGO's Undergraduate Medical Education Committee members used APGO's Medical Student Educational Objectives, Seventh Edition , to construct Objectives appropriate to preassigned competencies. Referring to the work of Miller, members determined the level of professional competence medical students should reach for each objective. Members also selected evaluation tools appropriate for the skill and its competency level from the Toolbox of Assessment Methods created by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties. The group collectively revised the work of its members using a standard format to generate the final product. (Am J Obstet Gynecol 2002;187:S25-7.)
Jan-joost Rethans - One of the best experts on this subject based on the ideXlab platform.
-
Educational Objectives and Requirements of an Undergraduate Clerkship in General Practice: To Which Extent do General Practice Teachers Achieve These?
Advances in Medical Education, 1997Co-Authors: F. M. J. G. Martens, C.p.m. Van Der Vleuten, Richard Grol, J. M. H. Op ’t Root, Harry F.j.m. Crebolder, Jan-joost RethansAbstract:Following the comments of a national evaluation report on clinical clerkships in the Netherlands a consensus procedure was carried out with 116 general practice teachers to define the Educational Objectives and requirements of the 12-week undergraduate clerkship in general practice. This resulted into 189 Educational Objectives and 51 Educational requirements. To assess the extent to which general practice teachers achieve these Educational Objectives and requirements measuring instruments were developed. During the academic year 1993/ 1994 all the general practice teachers involved in the clerkship (n=110) were assessed using these instruments. Overall the general practice teachers realize 73% of the Educational Objectives: 76% of the complaints (problems, symptoms, syndromes), 66% of the clinical skills and 77% of the theoretical dimensions of general practice. The overall adherence score to the Educational requirements is 78%. These overall scores might seem satisfactory, but on a more specific level the achievement of many Educational Objectives and requirements might be improved.
-
Educational Objectives and requirements of an undergraduate clerkship in general practice the outcome of a consensus procedure
Family Practice, 1997Co-Authors: F. M. J. G. Martens, C.p.m. Van Der Vleuten, Richard Grol, Harry F.j.m. Crebolder, Op J T Root, Jan-joost RethansAbstract:Objectives: The main aim of this study was to reach consensus between students, faculty and general practice teachers on the Educational Objectives and requirements of the clerkship in general practice. METHOD: The consensus procedure consisted of four steps and all active general practice teachers (n = 116) were asked to participate in the study. RESULTS: We identified 189 Educational Objectives: 127 complaints (problems, symptoms, syndromes), 29 clinical skills and 37 Objectives concerning the theoretical dimensions of general practice. Educational requirements crystallized to 16 essential preconditions of a teaching practice and 35 didactic activities to be performed by the general practice teachers. CONCLUSIONS: These consensus results will be used to structure the medical curriculum and as guidelines for the Educational process during the clerkship.
Douglas P Slakey - One of the best experts on this subject based on the ideXlab platform.
-
effect of structuring clinical services based on resident Educational Objectives
Journal of The American College of Surgeons, 2011Co-Authors: James R Korndorffer, Douglas P SlakeyAbstract:Background Traditionally, surgical rotations are established based on attending surgeon clinical specialty and department/section organizational structure. Consequently, resident clinical rotations are forced to adopt an underlying structure that may not align with resident Educational needs. An option is to realign clinical services based on resident Educational Objectives. Study Design We performed a comprehensive reorganization of the clinical service lines by emphasizing resident Educational Objectives. Effects on resident education were evaluated qualitatively and using a semistructured interview. Effects on clinical referral patterns and patient volumes for individual faculty and sections were also evaluated. Results New rotations and services (clarifying faculty roles and appointments) were designed. Examples of new rotations include hepatobiliary/transplant, acute care surgery, elective surgery, cardiac/vascular, and minimally invasive surgery. Clinical case mix was evaluated by using Residency Review Committees–defined categories for general surgery and used as a component of clinical service reorganization. Since the reorganization, all residents completed the minimum case number requirements before beginning postgraduate year 5. Program quality improved in key measurable areas, including American Board of Surgery In-Training Examination mean and median and total resident operative cases performed. Individual faculty clinical volume increased during the same time period. Evaluation of faculty volumes reveals that the new clinical services lines allowed for coordination of clinical services into centers with a multidisciplinary focus. Conclusions If carefully performed, reorganization of clinical rotations based on resident goals and Objectives can result in measurable improvements in resident education without disrupting faculty practices. Unanticipated benefits for faculty include new collaborative opportunities that cross traditional section/department barriers. The process allows for rapid change focused on Educational effectiveness, not simply revision of existing paradigms, but it requires faculty cooperation and willingness to change traditional clinical service organization.
