Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education
In competency-based medical education (CBME), assessment is learner-driven; learners may fail to progress if assessments are not completed. The General Internal Medicine (GIM) program at Queen’s University uses an educational technique known as scaffolding in its assessment strategy. The program app...
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| Auteurs principaux: | , |
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| Format: | article |
| Langue: | EN |
| Publié: |
Canadian Medical Education Journal
2019
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| Accès en ligne: | https://doaj.org/article/077953f0b1f94d4d998cc003b5c563d8 |
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