Добавил:
Sekretar
kiopkiopkiop18@yandex.ru
t.me/Prokururor I Вовсе не секретарь, но почту проверяю
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:Ординатура / Хирургия / Библиотека им академика М.И. Перельмана / Книга_112_библиотеки_им_акад_М_И_Перельмана
.pdf
Practice. Accessed March 19, 2023. Available at: Good
medical practice - ethical guidance - GMC (gmcuk.org).
7. Govaerts MJB, van der Vleuten CPM, Holmboe ES.
Managing tensions in assessment: moving beyond
either-or thinking. Med Educ. 2019 Jan;53(1):64-75.
doi:10.1111/medu.13656
.
8. Dweck CS, Yeager DS. Mindsets: a view from two
eras. Perspect Psychol Sci. 2019 May;14(3):481-496.
doi:10.1177/1745691618804166.
9. Richardson D, Kinnear B, Hauer KE, et al. Growth
mindset in competency-based medical education.
Med Teach. 2021 Jul;43(7):751-757.
doi:10.1080/0142159X.2021.1928036.
10. Pusic MV, Boutis K, Hatala R, Cook DA. Learning
curves in health professions education. Acad Med.
2015 Aug;90(8):1034-1042.
doi:10.1097/ACM.0000000000000681.
11. Ericsson KA. Acquisition and maintenance of
medical expertise: a perspective from the expertperformance approach with deliberate practice. Acad
Med. 2015 Nov;90(11):1471-1486.
doi:10.1097/ACM.0000000000000939.
12. McGaghie WC. When I say . . . mastery learning.
Med Educ. 2015 Jun;49(6):558-559.
doi:10.1111/medu.12679.
13. Van Melle E, Frank JR, Holmboe ES, et al. A core
components framework for evaluating
implementation of competency-based medical
education programs. Acad Med. 2019 Jul;94(7):1002-
1009. doi:10.1097/ACM.0000000000002743.
https://t.me/med1917
14. Hagiwara N, Kron FW, Scerbo MW, Watson GS. A
call for grounding implicit bias training in clinical and
translational frameworks. Lancet.
2020;395(10234):1457-1460. doi:10.1016/S0140-
6736(20)30846-1.
15. Onumah CM, Lai CJ, Levine D, Ismail N, Pincavage
AT, Osman NY. Aiming for equity in clerkship
grading: recommendations for reducing the effects of
structural and individual bias. Am J Med. 2021
Sep;134(9):1175-1183.e4.
doi:10.1016/j.amjmed.2021.06.001.
16. Jaffe RC, Bergin CR, Loo LK, et al. Nested domains:
a global conceptual model for optimizing the clinical
learning environment. Am J Med. 2019;132(7):886-891.
doi:10.1016/j.amjmed.2019.03.019.
17. Boatright D, Ross D, O’Connor P, Moore E, NunezSmith M. Racial disparities in medical student
membership in the Alpha Omega Alpha Honor
Society. JAMA Intern Med. 2017;177(5):659-665.
doi:10.1001/jamainternmed.2016.9623.
18. Lucey CR, Saguil A. The consequences of structural
racism on MCAT scores and medical school
admissions: the past is prologue. Acad Med.
2020;95(3):351-356.
doi:10.1097/ACM.0000000000002939.
19. Wijesekera TP, Kim M, Moore EZ, Sorenson O, Ross
DA. All other things being equal: exploring racial and
gender disparities in medical school honor society
induction. Acad Med. 2019;94(4):562-569.
doi:10.1097/ACM.0000000000002463.
20. Teherani A, Hauer KE, Fernandez A, King TE Jr,
https://t.me/med1917
Lucey C. How small differences in assessed clinical
performance amplify to large differences in grades
and awards: a cascade with serious consequences for
students underrepresented in medicine. Acad Med.
2018 Sep;93(9):1286-1292.
doi:10.1097/ACM.0000000000002323.
21. Bravata DM, Watts SA, Keefer AL, et al. Prevalence,
predictors, and treatment of impostor syndrome: a
systematic review. J Gen Intern Med. 2020;35(4):1252-
1275. doi:10.1007/s11606-019-05364-1.
22. Osseo-Asare A, Balasuriya L, Huot SJ, et al. Minority
resident physicians’ views on the role of race/ethnicity
in their training experiences in the workplace. JAMA
Netw Open. 2018;1(5):e182723.
doi:10.1001/jamanetworkopen.2018.2723.
23. Wheeler M, de Bourmont S, Paul-Emile K, et al.
Physician and trainee experiences with patient bias.
JAMA Intern Med. 2019;179(12):1678-1685.
doi:10.1001/jamainternmed.2019.4122.
24. Bullock JL, Lai CJ, Lockspeiser T, et al. In pursuit of
honors: a multi-institutional study of students’
perceptions of clerkship evaluation and grading. Acad
Med. 2019;94(11 suppl):S48-S56.
doi:10.1097/ACM.0000000000002905.
25. Olsen LD. The conscripted curriculum and the
reproduction of racial inequalities in contemporary
US medical education. J Health Soc Behav.
2019;60(1):55-68. doi:10.1177/0022146518821388.
26. Valentine N, Shanahan EM, Durning SJ, Schuwirth
L. Making it fair: learners’ and assessors’ perspectives
of the attributes of fair judgement. Med Educ.
https://t.me/med1917
2021;55(9):1056-1066. doi:10.1111/medu.14574.
27. Valentine N, Durning SJ, Shanahan EM, van der
Vleuten C, Schuwirth L. The pursuit of fairness in
assessment: looking beyond the objective. Med Teach.
2022 Apr;44(4):353-359.
doi:10.1080/0142159X.2022.2031943.
28. Valentine N, Durning S, Shanahan EM, Schuwirth L.
Fairness in human judgement in assessment: a
hermeneutic literature review and conceptual
framework. Adv Health Sci Educ Theory Pract. 2021
May;26(2):713-738. doi:10.1007/s10459-020-10002-1.
29. McGaghie WC. Medical education research as
translational science. Sci Transl Med. 2010 Feb
17;2(19):19cm8. doi:10.1126/scitranslmed.3000679.
30. Warm EJ, Kinnear B, Kelleher M, Sall D, Holmboe E.
Transforming resident assessment: an analysis using
Deming’s System of Profound Knowledge. Acad Med.
2019;94(2):195-201.
doi:10.1097/ACM.0000000000002499.
31. Edgar L, Jones MD Jr, Harsy B, Passiment M, Hauer
KE. Better decision-making: shared mental models
and the clinical competency committee. J Grad Med
Educ. 2021;13(2 suppl):51-58. doi:10.4300/JGME-D-20-
00850.1.
32. Moonen-van Loon JM, Overeem K, Donkers HH,
van der Vleuten CP, Driessen EW. Composite
reliability of a workplace-based assessment toolbox
for postgraduate medical education. Adv Health Sci
Educ Theory Pract. 2013;18(5):1087-1102.
doi:10.1007/s10459-013-9450-z.
33. Hauer KE, O’Sullivan PS, Fitzhenry K, Boscardin C.
https://t.me/med1917
Translating theory into practice: implementing a
program of assessment. Acad Med. 2018
Mar;93(3):444-450. doi:10.1097/ACM.000000000000199.
34. Schuwirth LW, van der Vleuten CP. Programmatic
assessment: from assessment of learning to
assessment for learning. Med Teach. 2011;33(6):478-
485. doi:10.3109/0142159X.2011.565828.
35. Van der Vleuten CP, Schuwirth LW, Driessen EW,
et. al. A model for programmatic assessment fit for
purpose. Med Teach. 2012;34(3):205-214.
doi:10.3109/0142159X.2012.65223.
36. Delbanco T, Berwick DM, Boufford JI, et al.
Healthcare in a land called People Power: nothing
about me without me. Health Expect. 2001
Sep;4(3):144-150. doi:10.1046/j.1369-6513.2001.00145.x.
37. Andolsek K, Padmore J, Hauer KE, Ekpenyong A,
Edgar L, Holmboe E. Clinical Competency
Committees: A Guidebook for Programs. 3rd ed.
January 2020. Accessed March 17, 2023.
https://www.acgme.org/globalassets/acgmeclinicalcompetencycommitteeguidebook.pdf.
38. Kogan JR, Hauer KE, Holmboe ES. The dissolution
of the Step 2 Clinical Skills Examination and the duty
of medical educators to step up the effectiveness of
clinical skills assessment. Acad Med. 2021;96(9):1242-
1246. doi:10.1097/ACM.0000000000004216.
39. Batalden M, Batalden P, Margolis P, et al.
Coproduction of healthcare service. BMJ Qual Saf.
2016 Jul;25(7):509-517. doi:10.1136/bmjqs-2015-004315.
40. Yaghmour NA, Poulin LJ, Bernabeo EC, et al. Stages
of milestones implementation: a template analysis of
16 programs across 4 specialties. J Grad Med Educ.
https://t.me/med1917
2021;13(2 suppl):14-44. doi:10.4300/JGME-D-20-
00900.1.
41. Bohnen JD, George BC, Williams RG, et al. The
feasibility of real-time intraoperative performance
assessment with SIMPL (System for Improving and
Measuring Procedural Learning): early experience
from a multi-institutional trial. J Surg Educ.
2016;73(6):e118-e130. doi:10.1016/j.jsurg.2016.08.010.
42. Marty AP, Linsenmeyer M, George B, Young JQ,
Breckwoldt J, ten Cate O. Mobile technologies to
support workplace-based assessment for entrustment
decisions: guidelines for programs and educators:
AMEE Guide No. 154. Med Teach. 2023;Jan 27;1-11.
doi:10.1080/0142159X.2023.2168527.
43. Puscas L, Kogan JR, Holmboe ES. Assessing
interpersonal and communication skills. J Grad Med
Educ. 2021;13(2 suppl):91-95. doi:10.4300/JGME-D-20-
00883.1.
44. Guralnick S, Fondahn E, Amin A, Bittner EA.
Systems-based practice: time to finally adopt the
orphan competency. J Grad Med Educ. 2021;13(2
suppl):96-101. doi:10.4300/JGME-D-20-00839.1.
45. Schumacher DJ, Dornoff E, Carraccio C, et al. The
power of contribution and attribution in assessing
educational outcomes for individuals, teams, and
programs. Acad Med. 2020;95(7):1014-1019.
doi:10.1097/ACM.0000000000003121.
46. Choi JJ, Durning SJ. Three learning concepts to
improve diagnosis and enhance the practice of
medicine. Diagnosis (Berl). 2021;9(1):140-142.
doi:10.1515/dx-2021-0030.
https://t.me/med1917
47. Holmboe ES, Iobst WF. The Assessment Guidebook.
Accessed July 14, 2022. at Toolbox of (acgme.org)
48. Edgar L, McLean S, Hogan SO, Hamstra S, Holmboe
ES. The Milestones Guidebook. Version 2020.
Accessed March 29, 2023. at Competency-Based
Training (acgme.org)
49. ten Cate O, Balmer DF, Caretta-Weyer H, Hatala R,
Hennus MP, West DC. Entrustable professional
activities and entrustment decision making: a
development and research agenda for the next
decade. Acad Med. 2021;96(7S):S96-S104.
doi:10.1097/ACM.0000000000004106.
50. Royal College of Physicians and Surgeons of
Canada. EPAs and CanMEDS Milestones. Accessed
March 29, 2023. at EPAs and CanMEDS Milestones::
The Royal College of Physicians and Surgeons of
Canada
51. Association of American Medical Colleges. The Core
Entrustable Professional Activities (EPAs) for
Entering Residency. Accessed March 29, 2023. at The
Core Entrustable Professional Activities (EPAs) for
Entering Residency | AAMC
52. Rekman J, Gofton W, Dudek N, Gofton T, Hamstra
SJ. Entrustability scales: outlining their usefulness for
competency-based clinical assessment. Acad Med.
2016;91(2):186-190.
doi:10.1097/ACM.0000000000001045.
53. Delandshere G, Petrosky AR. Assessment of
complex performances: limitations of key
measurement assumptions. Educ Res. 1998;27(2):14-
24. doi:10.3102/0013189X027002014.
https://t.me/med1917
54. Weller JM, Castanelli DJ, Chen Y, Jolly B. Making
robust assessments of specialist trainees’ workplace
performance. Br J Anaesth. 2017 Feb;118(2):207-214.
doi:10.1093/bja/aew412.
55. Valentine N, Wignes J, Benson J, Clota S, Schuwirth
LW. Entrustable professional activities for workplace
assessment of general practice trainees. Med J Aust.
2019 May;210(8):354-359. doi:10.5694/mja2.50130.
56. Schumacher DJ, Holmboe E, Carraccio C, et al.
Resident-sensitive quality measures in the pediatric
emergency department: exploring relationships with
supervisor entrustment and patient acuity and
complexity. Acad Med. 2020;95(8):1256-1264.
doi:10.1097/ACM.0000000000003242.
57. Kogan JR, Dine CJ, Conforti LN, Holmboe ES. Can
rater training improve the quality and accuracy of
workplace-based assessment narrative comments and
entrustment ratings? A randomized controlled trial.
Acad Med. 2023;98(2):237-247
doi:10.1097/ACM.0000000000004819.
58. Holmboe ES, Kogan JR. Will any road get you there?
Examining warranted and unwarranted variation in
medical education. Acad Med. 2022;97(8):1128-1136
doi:10.1097/ACM.0000000000004667.
59. Ginsburg S, van der Vleuten CPM, Eva KW. The
hidden value of narrative comments for assessment: a
quantitative reliability analysis of qualitative data.
Acad Med. 2017;92(11):1617-1621.
doi:10.1097/ACM.0000000000001669.
60. Prentice S, Benson J, Schuwirth L, Kirkpatrick E. A
meta-analysis and qualitative analysis of flagging and
https://t.me/med1917
exam performance in general practice training. Aus J
Primary Health. 2019;25(3):XLIII-XLIII.
61. Driessen E, van der Vleuten CPM, Schuwirth LWT,
Van Tartwijk J, Vermunt J. The use of qualitative
research criteria for portfolio assessment as an
alternative to reliability evaluation: a case study. Med
Educ. 2005 Feb;39(2):214-220. doi:10.1111/j.1365-
2929.2004.02059.x.
62. Asch DA, Nicholson S, Srinivas S, Herrin J, Epstein
AJ. Evaluating obstetrical residency programs using
patient outcomes. JAMA. 2009;302(12):1277-1283.
doi:10.1001/jama.2009.1356.
63. Epstein AJ, Srinivas SK, Nicholson S, Herrin J, Asch
DA. Association between physicians’ experience after
training and maternal obstetrical outcomes: cohort
study. BMJ. 2013 Mar 28;346:f1596.
doi:10.1136/bmj.f1596.
64. Epstein AJ, Nicholson S, Asch DA. The Production
of and Market for New Physicians’ Skill. National
Bureau of Economic Research working paper 18678.
January 2013. Accessed September 19, 2013.
http://www.nber.org/papers/w18678.
65. Asch DA, Nicholson S, Srinivas SK, Herrin J, Epstein
AJ. How do you deliver a good obstetrician?
Outcome-based evaluation of medical education.
Acad Med. 2014 Jan;89(1):24-26.
doi:10.1097/ACM.0000000000000067.
66. Bansal N, Simmons KD, Epstein AJ, Morris JB, Kelz
RR. Using patient outcomes to evaluate general
surgery residency program performance. JAMA Surg.
2016 Feb;151(2):111-119.
https://t.me/med1917
doi:10.1001/jamasurg.2015.3637.
67. Chen C, Petterson S, Phillips R, Bazemore A, Mullan
F. Spending patterns in region of residency training
and subsequent expenditures for care provided by
practicing physicians for Medicare beneficiaries.
JAMA. 2014 Dec 10;312(22):2385-2393.
doi:10.1001/jama.2014.15973.
68. Sirovich BE, Lipner RS, Johnston M, Holmboe ES.
The association between residency training and
internists’ ability to practice conservatively. JAMA
Intern Med. 2014 Oct;174(10):1640-1648.
doi:10.1001/jamainternmed.2014.3337.
69. Phillips RL Jr, Petterson SM, Bazemore AW,
Wingrove P, Puffer JC. The effects of training
institution practice costs, quality, and other
characteristics on future practice. Ann Fam Med. 2017
Mar;15(2):140-148. doi:10.1370/afm.2044.
70. Kendrick DE, Thelen AE, Chen X, et al. Association
of surgical resident competency ratings with patient
outcomes. Acad Med. 2023 Jul 1;98(7):813-820.
doi:10.1097/ACM.0000000000005157.
71. Smith BK, Hamstra SJ, Yamazaki K, et al. Expert
consensus on the conceptual alignment of
Accreditation Council for Graduate Medical
Education competencies with patient outcomes after
common vascular surgical procedures. J Vasc Surg.
2022 Nov;76(5):1388-1397.
doi:10.1016/j.jvs.2022.06.091.
72. Holmboe ES, Yamazaki K, Nasca TJ, Hamstra SJ.
Longitudinal milestones data and learning analytics
to facilitate the professional development of residents:
https://t.me/med1917
Соседние файлы в папке Библиотека им академика М.И. Перельмана