The Experts below are selected from a list of 49596 Experts worldwide ranked by ideXlab platform
Matthew Cettin - One of the best experts on this subject based on the ideXlab platform.
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Osteopathic medical student Learning Competency.
Family medicine, 2012Co-Authors: Hershey S. Bell, William A. Donohue, Yuhua Jake Liang, Jinsuk Kim, Matthew CettinAbstract:BACKGROUND AND OBJECTIVES The purpose of this paper is to report on the development and implementation of a Learning Competency assessment survey for first-year medical students. We began by defining Learning competencies in a manner that is parallel to the clinical competencies resulting in a self-assessment survey of 1,998 first-year osteopathic medical students from 25 osteopathic medical schools. Results from the online survey indicated that the internal structure of the instrument and the reliability of the items were strong. The survey revealed that first-year medical students were most confident in their ability to perform in a professional manner and least confident in their ability to manage their curriculum, particularly with the assistance of faculty and advisors. A regression analysis indicated that the best predictors of curricular involvement were Student Learning and Improvement, Knowledge of Osteopathic Philosophy and Skills, Interpersonal Communication, and Systems Knowledge. However, Medical Knowledge and Professionalism did not provide any unique variance to the model, suggesting that students' confidence in their undergraduate science training or self perceptions of their professionalism had little to do with their confidence in navigating medical school.
Hershey S. Bell - One of the best experts on this subject based on the ideXlab platform.
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Osteopathic medical student Learning Competency.
Family medicine, 2012Co-Authors: Hershey S. Bell, William A. Donohue, Yuhua Jake Liang, Jinsuk Kim, Matthew CettinAbstract:BACKGROUND AND OBJECTIVES The purpose of this paper is to report on the development and implementation of a Learning Competency assessment survey for first-year medical students. We began by defining Learning competencies in a manner that is parallel to the clinical competencies resulting in a self-assessment survey of 1,998 first-year osteopathic medical students from 25 osteopathic medical schools. Results from the online survey indicated that the internal structure of the instrument and the reliability of the items were strong. The survey revealed that first-year medical students were most confident in their ability to perform in a professional manner and least confident in their ability to manage their curriculum, particularly with the assistance of faculty and advisors. A regression analysis indicated that the best predictors of curricular involvement were Student Learning and Improvement, Knowledge of Osteopathic Philosophy and Skills, Interpersonal Communication, and Systems Knowledge. However, Medical Knowledge and Professionalism did not provide any unique variance to the model, suggesting that students' confidence in their undergraduate science training or self perceptions of their professionalism had little to do with their confidence in navigating medical school.
Keith D Carter - One of the best experts on this subject based on the ideXlab platform.
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teaching and assessing systems based Competency in ophthalmology residency training programs
Survey of Ophthalmology, 2007Co-Authors: Andrew G Lee, Hilary Alexandra Beaver, Emily C Greenlee, Thomas A Oetting, Culver H Boldt, Richard J Olson, Michael D Abramoff, Keith D CarterAbstract:The Accreditation Council for Graduate Medical Education (ACGME) has mandated that residency programs, including ophthalmology, teach and assess specific competencies, including systems-based Learning. We review the pertinent literature on systems-based Learning for ophthalmology and recommend specific “good practices” to manage the ACGME mandate. Tools are required that both teach and assess systems based Learning Competency simultaneously, that are reliable and valid, that have low faculty burden, and that are affordable, practical, and fair. Future research should provide evidence that these interventions produce improved educational and patient outcomes and show proof of competence in systems based Learning among residents and clinicians in practice.
Christopher Malizo Dali - One of the best experts on this subject based on the ideXlab platform.
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the value of empathy as an instructional leadership Competency for school principals
Education As Change, 2013Co-Authors: Prakash Singh, Christopher Malizo DaliAbstract:AbstractIn this exploratory study, the value of empathy as an instructional leadership Competency for school principals was investigated. This research explored the principals’ perceptions of their emotional Competency of empathy that can link their academic studies with their experiences in their schools. It focused specifically on the adequacy of the Advanced Certificate in Education (ACE) school leadership (SL) programme offered by a higher education institution (HEI) to develop the work-integrated Learning Competency (WILC) of empathy of these principals. To achieve this objective, the qualitative research approach was used. The research methods comprised five focus groups (FG) interviews with ten principals in each group, as well as ten single in-depth interviews. The principals’ responses indicated that they valued empathy as an instructional leadership Competency. Furthermore, the findings from this research confirm that they strongly believe that their in-service training by HEIs must continuously...
Jinsuk Kim - One of the best experts on this subject based on the ideXlab platform.
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Osteopathic medical student Learning Competency.
Family medicine, 2012Co-Authors: Hershey S. Bell, William A. Donohue, Yuhua Jake Liang, Jinsuk Kim, Matthew CettinAbstract:BACKGROUND AND OBJECTIVES The purpose of this paper is to report on the development and implementation of a Learning Competency assessment survey for first-year medical students. We began by defining Learning competencies in a manner that is parallel to the clinical competencies resulting in a self-assessment survey of 1,998 first-year osteopathic medical students from 25 osteopathic medical schools. Results from the online survey indicated that the internal structure of the instrument and the reliability of the items were strong. The survey revealed that first-year medical students were most confident in their ability to perform in a professional manner and least confident in their ability to manage their curriculum, particularly with the assistance of faculty and advisors. A regression analysis indicated that the best predictors of curricular involvement were Student Learning and Improvement, Knowledge of Osteopathic Philosophy and Skills, Interpersonal Communication, and Systems Knowledge. However, Medical Knowledge and Professionalism did not provide any unique variance to the model, suggesting that students' confidence in their undergraduate science training or self perceptions of their professionalism had little to do with their confidence in navigating medical school.