questionsmedicales.fr
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Modèle de compétence attendue
Modèle de compétence attendue : Questions médicales fréquentes
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5
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Outils d'évaluation
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Technologie éducative
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Qualité de l'enseignement
Burnout
Équilibre travail-vie
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Engagement
Réussite scolaire
Soutien familial
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"name": "Quels traitements pour améliorer les compétences ?",
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"position": 22,
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"@type": "Question",
"name": "Quels impacts d'un manque de ressources ?",
"position": 23,
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"@type": "Answer",
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{
"@type": "Question",
"name": "Comment éviter le burnout chez les apprenants ?",
"position": 24,
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"name": "Quelles conséquences d'une évaluation biaisée ?",
"position": 25,
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"@type": "Question",
"name": "Quels facteurs de risque pour l'échec en EBC ?",
"position": 26,
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"position": 27,
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"position": 29,
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Expert en Médecine, Optimisation des Parcours de Soins et Révision Médicale
Validation scientifique effectuée le 21/08/2026
Contenu vérifié selon les dernières recommandations médicales
6 publications dans cette catégorie
Affiliations :
Royal College of Physicians and Surgeons of Canada, Ottawa, Canada.
Department of Emergency Medicine, Queen's University, Kingston, Canada.
5 publications dans cette catégorie
Affiliations :
Internal Medicine and Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA.
Publications dans "Modèle de compétence attendue" :
5 publications dans cette catégorie
Affiliations :
Royal College of Physicians and Surgeons of Canada, Ottawa, Canada.
Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Canada.
Publications dans "Modèle de compétence attendue" :
4 publications dans cette catégorie
Affiliations :
UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC. Electronic address: drhoney@unc.edu.
Publications dans "Modèle de compétence attendue" :
4 publications dans cette catégorie
Publications dans "Modèle de compétence attendue" :
4 publications dans cette catégorie
Affiliations :
Royal College of Physicians and Surgeons of Canada, 774 Echo Drive, Ottawa, Ontario K15 5NB, Canada; Education, Department of Emergency Medicine, University of Ottawa, Ottawa, Ontario, Canada.
Publications dans "Modèle de compétence attendue" :
4 publications dans cette catégorie
Affiliations :
Division of Emergency Medicine, Cincinnati Children's Hospital Medical Center.
Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA.
Publications dans "Modèle de compétence attendue" :
3 publications dans cette catégorie
Affiliations :
Sullivan University College of Pharmacy and Health Sciences, Louisville, KY. Electronic address: kdaugherty@sullivan.edu.
Publications dans "Modèle de compétence attendue" :
3 publications dans cette catégorie
Affiliations :
University of Illinois Chicago College of Pharmacy, Chicago, IL. Electronic address: jarrett8@uic.edu.
Publications dans "Modèle de compétence attendue" :
3 publications dans cette catégorie
Affiliations :
University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, AR. Electronic address: CStowe@uams.edu.
Publications dans "Modèle de compétence attendue" :
3 publications dans cette catégorie
Affiliations :
Professor Emeritus, University of Pittsburgh School of Pharmacy, Pittsburgh, PA. Electronic address: susanaacp@charter.net.
Publications dans "Modèle de compétence attendue" :
3 publications dans cette catégorie
Affiliations :
Health Quality Programs, Queen's University, Ontario, Canada.
Publications dans "Modèle de compétence attendue" :
3 publications dans cette catégorie
Affiliations :
Department of Medicine, Division of Physiatry, University of Toronto, Ontario, Canada.
Royal College of Physicians and Surgeons of Canada, Ottawa, Canada.
Publications dans "Modèle de compétence attendue" :
3 publications dans cette catégorie
Affiliations :
Royal College of Physicians and Surgeons of Canada, Ottawa, Canada.
Department of Family Medicine, Queen's University, Kingston, Canada.
Publications dans "Modèle de compétence attendue" :
3 publications dans cette catégorie
Affiliations :
Department of Medicine, University of Alberta, Edmonton, AB Canada.
Publications dans "Modèle de compétence attendue" :
3 publications dans cette catégorie
Affiliations :
Department of Emergency Medicine, Queen's University, Kingston, Ontario, Canada.
Publications dans "Modèle de compétence attendue" :
3 publications dans cette catégorie
Affiliations :
Harvard Medical School, Boston, MA, USA.
Boston Children's Hospital, Boston, MA, USA.
Publications dans "Modèle de compétence attendue" :
2 publications dans cette catégorie
Affiliations :
Cedarville University, School of Pharmacy, Cedarville, OH. Electronic address: amchen@cedarville.edu.
Publications dans "Modèle de compétence attendue" :
2 publications dans cette catégorie
Affiliations :
University of Toledo College of Pharmacy and Pharmaceutical Sciences, Toledo, OH. Electronic address: mariann.churchwell@utoledo.edu.
Publications dans "Modèle de compétence attendue" :
2 publications dans cette catégorie
Affiliations :
Auburn University, Harrison College of Pharmacy, Auburn, AL. Electronic address: kleppel@auburn.edu.
Publications dans "Modèle de compétence attendue" :
Faculty development in medical education is often delivered in an ad hoc manner instead of being a deliberately sequenced program matched to data-informed individual needs. In this article, the author...
The defining attributes of intentional learning match the needed characteristics of students in competency-based education (CBE). The Learning Orientation Questionnaire measures these characteristics ...
A longitudinal study was performed with nursing students (...
These students had significantly higher intentional learning scores at the end of the program than at the end of the second semester (...
As nursing programs transition to CBE, intentional learning theory can be used to support students. Nursing programs are advancing these characteristics but will need to do so earlier as they implemen...
Designing competency-based education (CBE) programmes is a priority in global nursing education for better nursing care for the population. In the Democratic Republic of the Congo (DRC), object-based ...
A qualitative descriptive approach with conventional content analysis was applied. Twenty interviews with clinical supervisors who oversaw both CBE- and OBE-trained nurses, 22 focus group discussions ...
The supervisors recognised that the CBE-trained nurses had stronger competencies in professional communication, making decisions about health problems, and engaging in professional development, but we...
The study results support the Ministry of Health's policy to expand CBE in pre-service education programmes but reveal that its slow implementation impedes full utilisation of the acquired competencie...
This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness....
The study had a pretest-posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks begi...
Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants' general characteristics and pretest scores. The intervention group had...
A global health competency-based GHE program effectively increases medical students' interest in global health careers, their understanding of the need for GHE, and their global competence, global cit...
Few published articles provide a comprehensive overview of the available evidence on the topic of evaluating competency-based medical education (CBME) curricula. The purpose of this review is therefor...
This systematized review was conducted following the systematic reviews approach with minor modifications to synthesize the findings of published studies that examined the evaluation of CBME undergrad...
Thirty-eight articles met the inclusion criteria and reported evaluation practices in CBME curricula from various countries and regions worldwide, such as Canada, China, Turkey, and West Africa. 57% o...
This review calls attention to the importance of ensuring that reports of evaluation experiences include certain essential elements of evaluation to better inform theory and practice....
Competency-based education, pivotal in nursing programs, emphasizes learning methods over knowledge accumulation, integrating ongoing assessments for performance and outcomes. The American Association...
The widespread adoption of Competency-Based Medical Education (CBME) has resulted in a more explicit focus on learners' abilities to effectively demonstrate achievement of the competencies required fo...
A Transition to Foundations (TTF) curriculum that includes didactic and simulation components prepares first-year pediatric residents for increased roles and responsibilities in the Foundations of Dis...
In the American Association of Colleges of Nursing's updated Essentials, competency-based education (CBE) is the expected standard for nursing curricula. CBE approaches include observation, practice r...
The promotion of skills competency among nursing students was facilitated by self-regulated learning using video skills-based competency testing. Video surveillance enabled students to practice and se...
Self-videotaping by students provided a comfortable learning environment for repeated practice and fostered clinical judgment and accountability. Students reported increased confidence, decreased anxi...
Integrating CBE and incorporating video technology during skills testing enhances the opportunity for students to demonstrate skills competency and gain comfort in their own skills acquisition....
Bangladesh has a shortfall of health professionals. The World Health Organization states that improving education will increase recruitment and retention of health workers. Traditional learning approa...
This mixed method study included 22 observations of teaching sessions in clinical and educational settings, detailed analysis of 8 national curricula documents mapped to Global Competency and Outcomes...
Observations revealed a variety of approaches and frameworks followed across institutions. Only one observation included all sub-competencies of the checklist. National curricula documents varied in t...
Traditional approaches seem to predominate but there is some enthusiasm for a more clinical focus to education and for more competency based approaches to teaching, learning and assessment....