The Experts below are selected from a list of 306 Experts worldwide ranked by ideXlab platform
Claire F Smith - One of the best experts on this subject based on the ideXlab platform.
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anatomical society core Regional Anatomy syllabus for undergraduate medicine the delphi process
Journal of Anatomy, 2016Co-Authors: Claire F Smith, Gabrielle M Finn, Jane Stewart, Stephen MchanwellAbstract:A modified Delphi method was employed to seek consensus when revising the UK and Ireland's core syllabus for Regional Anatomy in undergraduate medicine. A Delphi panel was constructed involving 'expert' (individuals with at least 5 years' experience in teaching medical students Anatomy at the level required for graduation). The panel (n = 39) was selected and nominated by members of Council and/or the Education Committee of the Anatomical Society and included a range of specialists including surgeons, radiologists and anatomists. The experts were asked in two stages to 'accept', 'reject' or 'modify' (first stage only) each learning outcome. A third stage, which was not part of the Delphi method, then allowed the original authors of the syllabus to make changes either to correct any anatomical errors or to make minor syntax changes. From the original syllabus of 182 learning outcomes, removing the neuroAnatomy component (163), 23 learning outcomes (15%) remained unchanged, seven learning outcomes were removed and two new learning outcomes added. The remaining 133 learning outcomes were modified. All learning outcomes on the new core syllabus achieved over 90% acceptance by the panel.
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the anatomical society core Regional Anatomy syllabus for undergraduate medicine
Journal of Anatomy, 2016Co-Authors: Claire F Smith, Gabrielle M Finn, Jane Stewart, M Atkinson, D C Davies, R E J Dyball, J F Morris, C D Ockleford, Iap Parkin, Susan StandringAbstract:The Anatomical Society's core syllabus for Anatomy (2003 and later refined in 2007) set out a series of learning outcomes that an individual medical student should achieve on graduation. The core syllabus, with 182 learning outcomes grouped in body regions, referenced in the General Medical Council's Teaching Tomorrow's Doctors, was open to criticism on the grounds that the learning outcomes were generated by a relatively small group of anatomists, albeit some of whom were clinically qualified. We have therefore used a modified Delphi technique to seek a wider consensus. A Delphi panel was constructed involving 'experts' (n = 39). The revised core syllabus of 156 learning outcomes presented here is applicable to all medical programmes and may be used by curriculum planners, teachers and students alike in addressing the perennial question: 'What do I need to know ?'
Susan Standring - One of the best experts on this subject based on the ideXlab platform.
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the anatomical society core Regional Anatomy syllabus for undergraduate medicine
Journal of Anatomy, 2016Co-Authors: Claire F Smith, Gabrielle M Finn, Jane Stewart, M Atkinson, D C Davies, R E J Dyball, J F Morris, C D Ockleford, Iap Parkin, Susan StandringAbstract:The Anatomical Society's core syllabus for Anatomy (2003 and later refined in 2007) set out a series of learning outcomes that an individual medical student should achieve on graduation. The core syllabus, with 182 learning outcomes grouped in body regions, referenced in the General Medical Council's Teaching Tomorrow's Doctors, was open to criticism on the grounds that the learning outcomes were generated by a relatively small group of anatomists, albeit some of whom were clinically qualified. We have therefore used a modified Delphi technique to seek a wider consensus. A Delphi panel was constructed involving 'experts' (n = 39). The revised core syllabus of 156 learning outcomes presented here is applicable to all medical programmes and may be used by curriculum planners, teachers and students alike in addressing the perennial question: 'What do I need to know ?'
Gabrielle M Finn - One of the best experts on this subject based on the ideXlab platform.
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anatomical society core Regional Anatomy syllabus for undergraduate medicine the delphi process
Journal of Anatomy, 2016Co-Authors: Claire F Smith, Gabrielle M Finn, Jane Stewart, Stephen MchanwellAbstract:A modified Delphi method was employed to seek consensus when revising the UK and Ireland's core syllabus for Regional Anatomy in undergraduate medicine. A Delphi panel was constructed involving 'expert' (individuals with at least 5 years' experience in teaching medical students Anatomy at the level required for graduation). The panel (n = 39) was selected and nominated by members of Council and/or the Education Committee of the Anatomical Society and included a range of specialists including surgeons, radiologists and anatomists. The experts were asked in two stages to 'accept', 'reject' or 'modify' (first stage only) each learning outcome. A third stage, which was not part of the Delphi method, then allowed the original authors of the syllabus to make changes either to correct any anatomical errors or to make minor syntax changes. From the original syllabus of 182 learning outcomes, removing the neuroAnatomy component (163), 23 learning outcomes (15%) remained unchanged, seven learning outcomes were removed and two new learning outcomes added. The remaining 133 learning outcomes were modified. All learning outcomes on the new core syllabus achieved over 90% acceptance by the panel.
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the anatomical society core Regional Anatomy syllabus for undergraduate medicine
Journal of Anatomy, 2016Co-Authors: Claire F Smith, Gabrielle M Finn, Jane Stewart, M Atkinson, D C Davies, R E J Dyball, J F Morris, C D Ockleford, Iap Parkin, Susan StandringAbstract:The Anatomical Society's core syllabus for Anatomy (2003 and later refined in 2007) set out a series of learning outcomes that an individual medical student should achieve on graduation. The core syllabus, with 182 learning outcomes grouped in body regions, referenced in the General Medical Council's Teaching Tomorrow's Doctors, was open to criticism on the grounds that the learning outcomes were generated by a relatively small group of anatomists, albeit some of whom were clinically qualified. We have therefore used a modified Delphi technique to seek a wider consensus. A Delphi panel was constructed involving 'experts' (n = 39). The revised core syllabus of 156 learning outcomes presented here is applicable to all medical programmes and may be used by curriculum planners, teachers and students alike in addressing the perennial question: 'What do I need to know ?'
Jane Stewart - One of the best experts on this subject based on the ideXlab platform.
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anatomical society core Regional Anatomy syllabus for undergraduate medicine the delphi process
Journal of Anatomy, 2016Co-Authors: Claire F Smith, Gabrielle M Finn, Jane Stewart, Stephen MchanwellAbstract:A modified Delphi method was employed to seek consensus when revising the UK and Ireland's core syllabus for Regional Anatomy in undergraduate medicine. A Delphi panel was constructed involving 'expert' (individuals with at least 5 years' experience in teaching medical students Anatomy at the level required for graduation). The panel (n = 39) was selected and nominated by members of Council and/or the Education Committee of the Anatomical Society and included a range of specialists including surgeons, radiologists and anatomists. The experts were asked in two stages to 'accept', 'reject' or 'modify' (first stage only) each learning outcome. A third stage, which was not part of the Delphi method, then allowed the original authors of the syllabus to make changes either to correct any anatomical errors or to make minor syntax changes. From the original syllabus of 182 learning outcomes, removing the neuroAnatomy component (163), 23 learning outcomes (15%) remained unchanged, seven learning outcomes were removed and two new learning outcomes added. The remaining 133 learning outcomes were modified. All learning outcomes on the new core syllabus achieved over 90% acceptance by the panel.
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the anatomical society core Regional Anatomy syllabus for undergraduate medicine
Journal of Anatomy, 2016Co-Authors: Claire F Smith, Gabrielle M Finn, Jane Stewart, M Atkinson, D C Davies, R E J Dyball, J F Morris, C D Ockleford, Iap Parkin, Susan StandringAbstract:The Anatomical Society's core syllabus for Anatomy (2003 and later refined in 2007) set out a series of learning outcomes that an individual medical student should achieve on graduation. The core syllabus, with 182 learning outcomes grouped in body regions, referenced in the General Medical Council's Teaching Tomorrow's Doctors, was open to criticism on the grounds that the learning outcomes were generated by a relatively small group of anatomists, albeit some of whom were clinically qualified. We have therefore used a modified Delphi technique to seek a wider consensus. A Delphi panel was constructed involving 'experts' (n = 39). The revised core syllabus of 156 learning outcomes presented here is applicable to all medical programmes and may be used by curriculum planners, teachers and students alike in addressing the perennial question: 'What do I need to know ?'
Stephen Mchanwell - One of the best experts on this subject based on the ideXlab platform.
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anatomical society core Regional Anatomy syllabus for undergraduate medicine the delphi process
Journal of Anatomy, 2016Co-Authors: Claire F Smith, Gabrielle M Finn, Jane Stewart, Stephen MchanwellAbstract:A modified Delphi method was employed to seek consensus when revising the UK and Ireland's core syllabus for Regional Anatomy in undergraduate medicine. A Delphi panel was constructed involving 'expert' (individuals with at least 5 years' experience in teaching medical students Anatomy at the level required for graduation). The panel (n = 39) was selected and nominated by members of Council and/or the Education Committee of the Anatomical Society and included a range of specialists including surgeons, radiologists and anatomists. The experts were asked in two stages to 'accept', 'reject' or 'modify' (first stage only) each learning outcome. A third stage, which was not part of the Delphi method, then allowed the original authors of the syllabus to make changes either to correct any anatomical errors or to make minor syntax changes. From the original syllabus of 182 learning outcomes, removing the neuroAnatomy component (163), 23 learning outcomes (15%) remained unchanged, seven learning outcomes were removed and two new learning outcomes added. The remaining 133 learning outcomes were modified. All learning outcomes on the new core syllabus achieved over 90% acceptance by the panel.