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...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Rebecca P. Pero, Laura Marcotte
Formato: article
Lenguaje:EN
Publicado: Canadian Medical Education Journal 2019
Materias:
Acceso en línea:https://doaj.org/article/077953f0b1f94d4d998cc003b5c563d8
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
Descripción
Sumario: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 applies this technique to coordinate early assessments with specific scheduled learning experiences and gradually releases the responsibility for assessment initiation to residents. Although outcomes of this innovation are still under investigation, we feel it has been valuable in supporting resident assessment capture and timely progression through stages of training.  Other residency training programs could easily implement this technique to support the transition to Competency by Design.