Publications by authors named "Mary Esther M Rocha"
Article Synopsis
- The study aimed to analyze Individualized Learning Plans (ILPs) created by pediatric subinterns to understand their learning and assessment strategies, along with the barriers and facilitators to their learning.
- Researchers examined 204 ILPs across 10 US medical schools, focusing on 850 learning objectives and grouping the findings into categories like rationale, learning strategies, and challenges.
- The results showed students were committed to self-directed learning, used a variety of creative strategies, and relied on self-reflection, while also experiencing support or obstacles from their learning environments, providing valuable insights for educators.
Background: Medical students decry frequent changes in faculty supervision, leading to the experience of "educational groundhog day." The discontinuity in supervision, cursory relationships, and uncoordinated feedback impede students' skill acquisition and delay entrustment decisions. Whereas patient handoff bundles are common, little is known about similarly structured approaches to learner handoffs (LHs).
View Article and Find Full Text PDFIntroduction: There is an increasing call for developing validity evidence in medical education assessment. The literature lacks a practical resource regarding an actual development process. Our workshop teaches how to apply principles of validity evidence to existing assessment instruments and how to develop new instruments that will yield valid data.
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