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Preserving Creativity in Nurse Education.
Nurs Sci Q
January 2025
College of Nursing, California Baptist University, Riverside, CA, USA.
In this column on the humanbecoming teaching-learning model, the author explores creativity in nurse education as an alternative to routinized learning strategies. There is an explanation of the American Association of Colleges of Nursing (AACN) Essentials, domains, competencies, subcompetencies, concepts, and spheres of care, followed by an explanation of competency-based education. These topics are contrasted with the humanbecoming paradigm and the humanbecoming teaching-learning model.
View Article and Find Full Text PDFCan routine EPA-based assessments predict OSCE performances of undergraduate medical students?
Med Teach
October 2024
School of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan.
Article Synopsis
- The study investigates using entrustable professional activities (EPAs) as an alternative to the traditional objective structured clinical examination (OSCE) for medical students during their rotations.
- Involving 265 students, the research assessed their performance on 13 EPAs and analyzed the correlation between EPA results and OSCE scores, finding that most EPAs were significantly linked to OSCE performance.
- Results indicate that EPAs may effectively predict OSCE success, suggesting they could serve as a viable substitute for OSCE assessments in evaluating medical student competencies.
Evidence-Based Strategies for Reforming the Medical Curriculum at the National Autonomous University of Honduras: A Systematic Literature Review.
Cureus
September 2024
Cardiology, Scunthorpe General Hospital, Scunthorpe, GBR.
Medical education worldwide has undergone numerous stages of reform. Cultural and financial restraints have decelerated progress in developing countries. Current reforms should focus on creating integrated, competency-based, and student-centered curricula that emphasize patient-centered care.
View Article and Find Full Text PDFShifting paradigms: A collective and structural strategy for addressing healthcare inequity.
J Eval Clin Pract
September 2024
Hartford Hospital/Institute of Living, Hartford, Connecticut, USA.
Healthcare inequity is a persistent systemic problem, yet many solutions have historically focused on "debiasing" individuals. Individualistic strategies fit within a competency-based medical education and assessment paradigm, whereby professional values of social accountability, patient safety, and healthcare equity are linked to an individual clinician's competence. Unfortunately, efforts to realise the conceptual linkages between medical education curricula and goals to improve healthcare equity fail to address the institutional values, policies, and practices that enable structural racism.
View Article and Find Full Text PDFEffects of a competence-based approach for clerkship teaching under alternating clinical placements: An explanatory sequential mixed-methods research.
Med Teach
May 2024
Centre for Innovation and Leadership in Health Professions Education, Gulf Medical University, United Arab Emirates.
Background: It is unclear whether alternating placements during clinical clerkship, without an explicit emphasis on clinical competencies, would bring about optimal educational outcomes.
Methods: This is an explanatory sequential mixed-methods research. We enrolled a convenience sample of 41 eight-year programme medical students in Sun Yat-sen University who received alternating placements during clerkship.
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