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Medical Teacher Volume 42, 2020 - Issue 8
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ARTICLES

Taking stock of what is known about faculty development in competency-based medical education: A scoping review paper

Giovanna SirianniSunnybrook Health Sciences Centre, Toronto, Canada; ;Department of Family and Community Medicine, University of Toronto, Toronto, Canada; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-3543-3362View further author information
ORCID Icon,
Susan Glover TakahashiDepartment of Family and Community Medicine, University of Toronto, Toronto, Canada; ;Postgraduate Medical Education, University of Toronto, Toronto, Canada; ;Centre for Faculty Development, University of Toronto, Toronto, Canada; ORCID Iconhttp://orcid.org/0000-0003-0722-7876View further author information
ORCID Icon &
Jeff MyersDepartment of Family and Community Medicine, University of Toronto, Toronto, Canada; ;Sinai Health System, Toronto, CanadaView further author information
Pages 909-915 | Published online: 25 May 2020

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Renée A. Scheepers, Aline J. Boxem & Meike M. J. Blezer. (2024) Junior doctors receiving supervisor and peer support are more work-engaged professionals who express their voice for quality improvement. Medical Teacher 46:2, pages 204-210.
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Yusuf Yilmaz, Ming-Ka Chan, Denyse Richardson, Adelle Atkinson, Ereny Bassilious, Linda Snell & Teresa M. Chan. (2023) Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education. Medical Teacher 45:4, pages 395-403.
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Elaine Van Melle, Andrew K. Hall, Daniel J. Schumacher, Benjamin Kinnear, Larry Gruppen, Brent Thoma, Holly Caretta-Weyer, Lara J. Cooke & Jason R. Frank. (2021) Capturing outcomes of competency-based medical education: The call and the challenge. Medical Teacher 43:7, pages 794-800.
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Articles from other publishers (15)

Heather Braund, Nancy Dalgarno, Rachel O'Dell & David R Taylor. (2024) Making assessment a team sport: a qualitative study of facilitated group feedback in internal medicine residency. Canadian Medical Education Journal.
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Adelle R. Atkinson, Cynthia Abbott, Anna Oswald, Andree Boucher, Rodrigo B. Cavalcanti, Jason R. Frank & Linda S. Snell. (2024) Strategies to Enable Transformation in Medical Education: Faculty and Trainee Development in Competence By Design. Perspectives on Medical Education 13:1, pages 85-94.
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Whitney Faiella & Kim Styles. (2024) Navigating Competency-Based Cardiology Training: Challenges and Successes. Canadian Journal of Cardiology.
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Sofie Van Ostaeyen, Loic De Langhe, Orphée De Clercq, Mieke Embo, Tammy Schellens & Martin Valcke. (2023) Automating the Identification of Feedback Quality Criteria and the CanMEDS Roles in Written Feedback Comments Using Natural Language Processing. Perspectives on Medical Education 12:1.
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Karen W Schultz, Klodiana Kolomitro, Sudha Koppula & Cheri H Bethune. (2023) Competency-based faculty development: applying transformations from lessons learned in competency-based medical education. Canadian Medical Education Journal.
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Helena Bentley, Kathryn E. Darras, Bruce B. Forster, Linda Probyn, Anto Sedlic & Cameron J. Hague. (2022) Knowledge and Perceptions of Competency-Based Medical Education in Diagnostic Radiology Post-Graduate Medical Education: Identifying Priorities and Developing a Framework for Professional Development Activities. Canadian Association of Radiologists Journal 74:3, pages 487-496.
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Karen E. HauerYoon Soo ParkJustin L. BullockAra Tekian. (2023) “My Assessments Are Biased!” Measurement and Sociocultural Approaches to Achieve Fairness in Assessment in Medical Education. Academic Medicine 98:8S, pages S16-S27.
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Jean Foret Giddens & Susan Mullaney. (2023) Incorporating the AACN Essentials ‘spheres of care’ into nursing curricula. Journal of Professional Nursing 47, pages 9-14.
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Kwi Hwa Park & Kyung Hye Park. (2023) Current Status and Tasks of Faculty Development Programs for Medical Education in Korea. Korean Medical Education Review 25:1, pages 17-34.
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William Murdoch. (2023) Faculty development in competency-based education. MedEdPublish 13, pages 220.
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A. Roshan, A. Farooq, A. Acai, N. Wagner, R.R. Sonnadara, T.M. Scott & A.A. Karimuddin. (2022) The effect of gender dyads on the quality of narrative assessments of general surgery trainees. The American Journal of Surgery 224:1, pages 179-184.
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Nathalie Gagnon, Carolle Bernier & Sylvie Houde. (2022) How best can faculty development support teachers in clinical settings?. British Journal of Hospital Medicine 83:5, pages 1-8.
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Jean Giddens, Jay P. Douglas & Shelley Conroy. (2022) The Revised AACN Essentials: Implications for Nursing Regulation. Journal of Nursing Regulation 12:4, pages 16-22.
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Laurel Pellegrino, Anna Ratzliff & Deborah S. Cowley. 2022. Graduate Medical Education in Psychiatry. Graduate Medical Education in Psychiatry 361 381 .
Praveen Kumar Srivastava, Manish Gupta & Bhavna Jaiswal. (2020) RepGrid: a new way of identifying and assessing teaching competency. Journal of Applied Research in Higher Education 13:2, pages 577-590.
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