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An Untold Story: The Feelings of Pediatric Residents Early in the COVID-19 Pandemic and What They Can Teach Us Today.
Acad Pediatr
November 2024
Division of Emergency Medicine (DJ Schumacher), Cincinnati Children's Hospital Medical Center, Department of Pediatrics, College of Medicine, University of Cincinnati, Cincinnati, Ohio.
Objective: To understand the feelings of pediatrics residents early in the COVID-19 pandemic and to offer insights still relevant today.
Methods: We performed a thematic analysis exploring resident feelings early in the pandemic using free-text responses on a national survey distributed between May and June 2020. We analyzed responses from the following multi-part free text question embedded in the larger survey, "Which of the following feelings have you experienced in your role as a pediatric resident during the COVID-19 pandemic" with response prompts including relief, guilt, pride, sadness, worry, fear, and other.
Development and Use of the Competency-Based Veterinary Education (CBVE) Assessment Toolkit.
J Vet Med Educ
April 2024
Molecular Biomedical Sciences Department, College of Veterinary Medicine, North Carolina State University, 1060 William Moore Drive, Raleigh NC 27607, USA.
The Competency-Based Veterinary Education (CBVE) Analyze Working Group of the American Association of Veterinary Medical Colleges (AAVMC) Council on Outcomes-based Veterinary Education (COVE) has developed a CBVE assessment toolkit. The toolkit is designed to provide curriculum committees and individual instructors with an opportune intersection of the CBVE domains of competence and various assessment techniques. College-wide curriculum committees can use the toolkit to guide programs of assessment in the larger unit, ensuring that assessment methods are aligned with intended learning outcomes throughout the curriculum.
View Article and Find Full Text PDFTransformational learning and professional identity formation in postgraduate competency-based medical education.
Med Educ
October 2024
Department of Medicine, Division of Cardiology, McMaster University, Hamilton, Ontario, Canada.
Introduction: Residency programmes are in transition to a framework for competency-based medical education (CBME). The intersection of CBME with transformational learning (TL) experiences and professional identity formation (PIF) - particularly within senior learners in transitional states - is unknown but important to understand in order to develop and implement strategies to support trainees' professional development.
Methods: Through inductive qualitative methods, we conducted semi-structured interviews (n = 22) of current trainees and recent graduates from adult cardiology residency training programmes within Canada to explore the impact of TL experiences on residents' professional growth and identity formation.
The Next Era of Assessment Within Medical Education: Exploring Intersections of Context and Implementation.
Perspect Med Educ
October 2024
Department of Medicine, Center for the Advancement of Population Health at the Medical College of Wisconsin, Wisconsin, USA.
In competency-based medical education (CBME), which is being embraced globally, the patient-learner-educator encounter occurs in a highly complex context which contributes to a wide range of assessment outcomes. Current and historical barriers to considering context in assessment include the existing post-positivist epistemological stance that values objectivity and validity evidence over the variability introduced by context. This is most evident in standardized testing.
View Article and Find Full Text PDFThe intersections between competency-based education and simulation-based education: Integration in nursing education.
J Prof Nurs
September 2024
The Office of Technology and Innovation UAB School of Nursing, United States of America. Electronic address:
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