Publications by authors named "Michel G Donoff"
Importance: Competency-based medical education is now established in health professions training. However, critics stress that there is a lack of published outcomes for competency-based medical education or competency-based assessment tools.
Objective: To determine whether competency-based assessment is associated with better identification of and support for residents in difficulty.
Background: Competency-based assessment innovations are being implemented to address concerns about the effectiveness of traditional approaches to medical training and the assessment of competence.
Aim: Integrating intended users' perspectives during the piloting and refinement process of an innovation is necessary to ensure the innovation meets users' needs. Failure to do so results in no opportunity for users to influence the innovation, nor for developers to assess why an innovation works or does not work in different contexts.
Objective: This study set out to identify the perspectives of family physicians (FP/GPs) on the quality and capacity of the services they provide and of the system in which they work, to assess their responsiveness to potential changes and to determine their suggestions for future directions to enhance primary care services.
Methods: Thematic results from prior focus groups with FP/GPs provided direction for a questionnaire sent to practitioners in the urban study area. Seventy-four questions, most using a five-point Likert scale, were grouped into 10 sections: physician issues (based on themes from the focus groups), access to specialist services, workload, scope of practice, primary care physician networks, interdisciplinary collaborative practice, complexities and challenges of family practice, future directions, comments and demographics.
Background: Evaluations by learners are the most common sources of information on teaching. There is some debate about the role of these assessments, but the overall evaluation of faculty by learners was found to be valid and reliable.
Purpose: The purpose of this study was to examine the relationship between the level of training of family medicine residents and their evaluation of emergency medicine clinical teachers over time.
Objective: To examine the influence of emergency medicine (EM) certification of clinical teaching faculty on evaluations provided by residents.
Methods: A prospective cohort analysis was conducted of assessments between July 1994 and July 2000 on residents' evaluations of EM faculty at the University of Alberta, Edmonton, Canada. Resident- and faculty-related variables were entered anonymously using the validated evaluation tool (ER Scale).