Browsing by Subject "Competency-based education"

Now showing 1 - 5 of 5
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    A scoping review of librarian involvement in competency-based medical education
    (University Library System at the University of Pittsburgh, 2025) Cyrus, John W.; Zeigen, Laura; Knapp, Molly; Blevins, Amy E.; Patterson, Brandon; Ruth Lilly Medical Library, School of Medicine
    Objective: A scoping review was undertaken to understand the extent of literature on librarian involvement in competency-based medical education (CBME). Methods: We followed Joanna Briggs Institute methodology and PRISMA-ScR reporting guidelines. A search of peer-reviewed literature was conducted on December 31, 2022, in Medline, Embase, ERIC, CINAHL Complete, SCOPUS, LISS, LLIS, and LISTA. Studies were included if they described librarian involvement in the planning, delivery, or assessment of CBME in an LCME-accredited medical school and were published in English. Outcomes included characteristics of the inventions (duration, librarian role, content covered) and of the outcomes and measures (level on Kirkpatrick Model of Training Evaluation, direction of findings, measure used). Results: Fifty studies were included of 11,051 screened: 46 empirical studies or program evaluations and four literature reviews. Studies were published in eight journals with two-thirds published after 2010. Duration of the intervention ranged from 30 minutes to a semester long. Librarians served as collaborators, leaders, curriculum designers, and evaluators. Studies primarily covered asking clinical questions and finding information and most often assessed reaction or learning outcomes. Conclusions: A solid base of literature on librarian involvement in CBME exists; however, few studies measure user behavior or use validated outcomes measures. When librarians are communicating their value to stakeholders, having evidence for the contributions of librarians is essential. Existing publications may not capture the extent of work done in this area. Additional research is needed to quantify the impact of librarian involvement in competency-based medical education.
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    Development of Competency-based Online Genomic Medicine Training (COGENT)
    (Taylor & Francis, 2023) Haga, Susanne B.; Chung, Wendy K.; Cubano, Luis A.; Curry, Timothy B.; Empey, Philip E.; Ginsburg, Geoffrey S.; Mangold, Kara; Miyake, Christina Y.; Prakash, Siddharth K.; Ramsey, Laura B.; Rowley, Robb; Rohrer Vitek, Carolyn R.; Skaar, Todd C.; Wynn, Julia; Manolio, Teri A.; Medicine, School of Medicine
    The fields of genetics and genomics have greatly expanded across medicine through the development of new technologies that have revealed genetic contributions to a wide array of traits and diseases. Thus, the development of widely available educational resources for all healthcare providers is essential to ensure the timely and appropriate utilization of genetics and genomics patient care. In 2020, the National Human Genome Research Institute released a call for new proposals to develop accessible, sustainable online education for health providers. This paper describes the efforts of the six teams awarded to reach the goal of providing genetic and genomic training modules that are broadly available for busy clinicians.
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    The Internal Medicine Subinternship--Now More Important than Ever: A Joint CDIM-APDIM Position Paper.
    (Springer, 2015-09) Vu, T. Robert; Angus, S. V.; Aronowitz, P. B.; Harrell, H. E.; Levine, M. A.; Carbo, A.; Wheton, S.; Ferris, A.; Appelbaum, J. S.; McNeill, D. B.; Ismail, N. J.; Elnicki, D. M.; Department of Medicine, IU School of Medicine
    For decades, the internal medicine (IM) subinternship has served as a critical interface between undergraduate and graduate medical education. As such, the vast majority of U.S. medical schools offer this rotation to help students prepare for post-graduate training. Historically an experiential rotation, a formal curriculum with specific learning objectives was eventually developed for this course in 2002. Since then, graduate medical education (GME) has changed significantly with the regulation of duty hours, adoption of competency-based education, and development of training milestones and entrustable professional activities. In response to these and many other changes to residency training and medical practice, in 2010, the Association of Program Directors in Internal Medicine (APDIM) surveyed its members-with input from the Clerkship Directors in Internal Medicine (CDIM) Subinternship Task Force-to determine which core skills program directors expected from new medical school graduates. The results of that survey helped to inform a joint CDIM-APDIM committee's decision to re-evaluate the goals of the IM subinternship in an effort to enhance the transition from medical school to residency. This joint committee defined the minimum expectations of what constitutes an IM subinternship rotation, proposed recommended skills for IM subinterns, and discussed challenges and future directions for this crucial course.
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    MEDICAL STUDENTS’ PERCEPTIONS OF LIFELONG LEARNING AT INDIANA UNIVERSITY SCHOOL OF MEDICINE
    (2008-02-06T16:20:16Z) Brahmi, Frances A.
    This study explored medical students’ perceptions of Lifelong Learning (LLL) at Indiana University School of Medicine (IUSM). The IUSM was selected because it has been in the forefront of the competency-based curriculum movement since 1999, a trend for which IUSM is now a leader among undergraduate medical education (years 1-4 of medical school). This study addressed the following issues: 1) definition of LLL, 2) LLL development, 3) LLL attitudes and behaviors, 4) role models, and 5) LLL and technology.
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    Student Learning Outcomes Assessment and LIS Program Presentations
    (Association for Library and Information Science Education (ALISE), 2006) Applegate, Rachel
    American Library Association (ALA) standards for the accreditation of library schools emphasize the assessment of student learning outcomes; this is part of a broader accountability movement in higher education. This study reviews accreditors' statements on program assessment, past methods of evaluating library schools, and general definitions of measures of student learning. It then examines fifteen publicly-available "program presentations," self-study documents prepared for ALA-Committee on Accreditation visits and review, for descriptions of direct or indirect measures of student learning outcomes and their use for program-level assessment and improvement. Only seven of the fifteen presentations describe the use of "direct" measures of student learning. Further research on program-level use of outcomes measurement would strengthen the profession and address external pressures for concrete accountability.