Improving Graduate Medical Education Through Faculty Empowerment Instead of Detailed Guidelines.

Clicks: 339
ID: 103527
2020
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #18 of 146 articles by views in Academic medicine : journal of the Association of American Medical Colleges

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 146 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
Calls for improvement and reform in graduate medical education (GME) have led to more detail in educational and curricular guidelines. The current level of detail in curriculum guidelines for GME training programs is high, encompassing, for example, competency frameworks, entrustable professional activities, and milestones. In addition, faculty must employ an increasing number of assessment tools and elaborate portfolio systems for their residents. It is questionable whether any further increase in curriculum detail and assessment formats leads to better GME programs. Focusing on this type of system development may even lead to less engaged faculty if faculty are not encouraged to use their own professional judgement and creativity for teaching residents. Therefore, faculty members must be empowered to engage curricular innovation, since system development alone will not result in better training programs. Raising faculty members' awareness of their virtues and value as teachers and involving them in the debate about how GME can be enhanced might increase their engagement in resident training.
Reference Key
van-loon2020improvingacademic Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors van Loon, Karsten A;Scheele, Fedde;
Journal Academic medicine : journal of the Association of American Medical Colleges
Year 2020
DOI
10.1097/ACM.0000000000003386
URL
Keywords
creativity genetic algorithms surprise evolutionary computation experimental evolution digital evolution

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.