Long-term effect of a course on in-training assessment in postgraduate specialist education

References

• Baroffio A, Kayser B, Vermeulen B, Jacquet J, Vu NV. Improvement of tutorial skills: an effect of workshops or experience?. Acad Med 1999; 74: S75–S77
   PubMed Web of Science ®Google Scholar
• Clark JM, Houston TK, Kolodner K, Branch WT, Levine RB, Kern DE. Teaching the Teachers. National survey of faculty development in departments of medicine of U. S. teaching hospitals. J Gen Intern Med 2004; 19: 205–214
   PubMed Web of Science ®Google Scholar
• Davis D, O’Brien MAT, Freemantle N, Wolf FM, Mazmanian P, Taylor-Vaisey A. Impact of formal continuing medical education. Do conferences, workshops, rounds and other traditional continuing education activities change physician behaviour or health care outcomes?. J Am Med Assoc 1999; 282: 867–874
   PubMed Web of Science ®Google Scholar
• Dennick R. Long-term retention of teaching skills after attending the Teaching Improvement Project: A longitudinal self-evaluation study. Med Teach 2003; 25: 314–318
   PubMed Web of Science ®Google Scholar
• Durguerian S, Riley W, Cowan GO. Training in assessment and appraisal: who needs it?. Med Educ 2000; 34: 307–309
   PubMedGoogle Scholar
• Epstein RM, Hundert EM. Defining and assessing professional competence. J Am Med Assoc 2002; 287: 226–235
   PubMed Web of Science ®Google Scholar
• Felletti G, Cameron D, Dawson-Saunders B, Des Groseilliers J, Dooley B, Farmer E, McAvoy P. In-training assessment. The certification and recertification of doctors: Issues in the assessment of clinical competence, Newble D, Jolly B, WakeFord R. Cambridge University Press, Cambridge 1994; 151–166
   Google Scholar
• Godfrey J, Dennick R, Welsh C. Training the trainers: Do teaching courses develop teaching skills?. Med Educ 2004; 38: 844–847
   PubMed Web of Science ®Google Scholar
• Hesketh EA, Bagnall G, Buckley EG, Friedman M, Goodall E, Harden RM, Laidlaw JM, Leighton-Beck L, McKinlay P, Newton R, Oughton R. A framework for developing excellence as a clinical educator. Med Educ 2001; 35: 555–564
   PubMed Web of Science ®Google Scholar
• Holmboe ES, Hawkins RE, Huot SJ. Effects of training in direct observation of medical residents’ clinical competence. A randomized trial. Ann Intern Med 2004; 140: 874–881
   PubMed Web of Science ®Google Scholar
• Holmboe ES, Huot S, Chung J, Norcini J, Hawkins RE. Construct validity of the MiniClinical Evaluation Exercise (MiniCEX). Acad Med 2003; 78: 826–830
   PubMed Web of Science ®Google Scholar
• Holmboe ES. Faculty and the observation of trainees’ clinical skills: Problems and opportunities. Acad Med 2004; 79: 16–22
   PubMed Web of Science ®Google Scholar
• Kennedy T, Regehr G, Rosenfield J, Roberts W, Lingard L. Exploring the gap between knowledge and behaviour: A qualitative study of clinicians action following an educational intervention. Acad Med 2004; 79: 386–393
   PubMed Web of Science ®Google Scholar
• Kirkpatrick DL. Evaluating Training Programs. The Four Levels. Berrett-Koehler Publishers, San FranciscoCA 1998
   Google Scholar
• Linn RL, Gronlund NE. Measurement and assessment in teaching8th Chapter 4: Construct Considerations. Merrill, an imprint of Prentice Hall, Upper Saddle RiverNew Jersey 2000; 82–88
   Google Scholar
• Litzelman DK, Stratos GA, Marriott DJ, Lazaridis EN, Skeff KM. Beneficial and harmful effects of augmented feedback on physicians’ clinical-teaching performance. Acad Med 1998; 73: 324–332
   PubMed Web of Science ®Google Scholar
• Maudsley RF. Content in context: Medical education and society's needs. Acad Med 1999; 74: 143–145
   PubMed Web of Science ®Google Scholar
• Noel GL, Herbers JE, Caplov MP, Cooper GS, Pangaro LN, Harvey J. How well do internal medicine faculty members evaluate the clinical skills of residents?. Ann Intern Med 1992; 117: 757–765
   PubMed Web of Science ®Google Scholar
• Ringsted C, Østergaard D, Scherpbier AJJA. Embracing the new paradigm of assessment in residency training. An assessment programme for first year residency training in anaesthesiology. Med Teach 2003a; 25: 54–62
   PubMed Web of Science ®Google Scholar
• Ringsted C, Østergaard D, Ravn L, Petersen JA, Berlac PA, Van Der Vleuten CPM. A feasibility study comparing checklists and global rating forms to assess resident performance in clinical skills. Med Teach 2003b; 25: 654–658
   PubMed Web of Science ®Google Scholar
• Ringsted C. Østergaard D. 2003. The Education Book for specialist education in Anaesthesiology Portefølje for Hoveduddannelsen i Anæstesiologi. Danish Association of Anaesthesiology and Intensive Medicine, DASAIM, www.dasaim.dk. (In Danish)
   Google Scholar
• Rogers EM. Diffusion of innovations5th. Free Press, NY 2003
   Google Scholar
• Ryan JG, Mandel FS, Sama A, Ward MF. Reliability of faculty clinical evaluations of non-emergency medicine residents during emergency department rotations. Acad Emerg Med 1996; 3: 1124–1130
   PubMedGoogle Scholar
• Saleh SS, Williams D, Balougan M. Evaluating the effectiveness of Public Health Leadership Training: The NEPHLI Experience. Am J Public Health 2004; 94: 1245–1249
   PubMed Web of Science ®Google Scholar
• Shumway JM, Harden RM. AMEE Guide no 25: The assessment of learning outcomes for the competent and reflective physician. Med Teach 2003; 25: 569–584
   PubMed Web of Science ®Google Scholar
• Steinert Y. Faculty development in the new millennium: Key challenges and future directions. Med Teach 2000; 22: 44–50
   Web of Science ®Google Scholar
• Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, Prideaux D. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME guide No. 8. Med Teach 2006; 28: 497–526
   PubMed Web of Science ®Google Scholar
• Steinert Y, Nasmith L, Daigle N, Franco ED. Improving teachers’ skills in working with “problem” residents: A workshop description and evaluation. Med Teach 2001; 23: 284–288
   PubMed Web of Science ®Google Scholar
• The Danish National Board of Health. Report and recommendations on specialist training. Report no. 1384. “The Future Specialist”. DNBH Publications. 2000, (In Danish)
   Google Scholar
• The Royal College of Physicians and Surgeons of Canada. CanMEDS 2000: Extract from the CanMEDS 2000 Project Societal Needs Working Group Report. Med Teach 2000; 22: 549–554
   PubMedGoogle Scholar
• Turnbull J, Gray J, MacFadyen J. Improving in-training evaluation programs. J Gen Intern Med 1998; 13: 317–323
   PubMed Web of Science ®Google Scholar
• Wall D, Mcaleer S. Teaching the consultant teachers: Identifying the core content. Med Educ 2000; 34: 131–138
   PubMed Web of Science ®Google Scholar