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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Autores principales:	Rebecca P. Pero, Laura Marcotte
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2019
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/077953f0b1f94d4d998cc003b5c563d8
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spelling	oai:doaj.org-article:077953f0b1f94d4d998cc003b5c563d82021-12-01T22:43:52ZScaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education10.36834/cmej.618461923-1202https://doaj.org/article/077953f0b1f94d4d998cc003b5c563d82019-07-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/61846https://doaj.org/toc/1923-1202In 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. Rebecca P. PeroLaura MarcotteCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 10, Iss 3 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Rebecca P. Pero Laura Marcotte Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education
description	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.
format	article
author	Rebecca P. Pero Laura Marcotte
author_facet	Rebecca P. Pero Laura Marcotte
author_sort	Rebecca P. Pero
title	Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education
title_short	Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education
title_full	Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education
title_fullStr	Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education
title_full_unstemmed	Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education
title_sort	scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education
publisher	Canadian Medical Education Journal
publishDate	2019
url	https://doaj.org/article/077953f0b1f94d4d998cc003b5c563d8
work_keys_str_mv	AT rebeccappero scaffoldingforassessmentsuccessusinggradualreleaseofresponsibilitytosupportresidenttransitiontocompetencybasedmedicaleducation AT lauramarcotte scaffoldingforassessmentsuccessusinggradualreleaseofresponsibilitytosupportresidenttransitiontocompetencybasedmedicaleducation
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Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education

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