Health Professions Education
Health Professions Education

Author: Institute of Medicine

Publisher: National Academies Press

Published: 2003-07-01

Total Pages: 191

ISBN-13: 030913319X

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The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system.

Assessing Competence to Consent to Treatment
Assessing Competence to Consent to Treatment

Author: Thomas Grisso

Publisher:

Published: 1998

Total Pages: 246

ISBN-13: 9780195103724

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This is a concise guidebook to the assessment of patients' capacities to consent to treatment. It will help clinicians focus on the abilities that are relevant to legal definitions of competence to consent to medical and psychological treatment. With excellent case vignettes, the authors show how the interview process is carried out and offer strategies for responding to patients with limited capacities.

The Belmont Report
The Belmont Report

Author: United States. National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research

Publisher:

Published: 1978

Total Pages: 614

ISBN-13:

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The Ultimate Guide to Competency Assessment in Health Care
The Ultimate Guide to Competency Assessment in Health Care

Author: Donna K. Wright

Publisher: Creative Health Care Management

Published: 2005-07-01

Total Pages: 233

ISBN-13: 1886624666

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It is time to move your competency assessment process beyond meeting regulatory standards to creating excellence The Ultimate Guide to Competency Assessment in Health Care is packed with ready-to-use tools designed to help you develop, implement and evaluate competencies. More than that, you will find a new way of thinking about competency assessment - a way that is outcome-focused and accountability-based. With over 20,000 copies sold world-wide, it is the most trusted resource on competency assessment available.

Assessing Competence in Professional Performance across Disciplines and Professions
Assessing Competence in Professional Performance across Disciplines and Professions

Author: Paul F. Wimmers

Publisher: Springer

Published: 2016-04-19

Total Pages: 488

ISBN-13: 3319300644

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This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of “performance assessment for learning” to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources. "... the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ..." Lee Shulman, Stanford University

Competence-Based Assessment
Competence-Based Assessment

Author: Wolf, Alison

Publisher: McGraw-Hill Education (UK)

Published: 1995-01-01

Total Pages: 177

ISBN-13: 0335190235

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Competence-based assessment is the cornerstone of the UK Government's reforms of vocational training and of non-academic full-time education post-16. Australia has adopted similar policies, and there is considerable interest in the notion of 'competence' in both Europe and North America. Alison Wolf describes the main characteristics of the competence-based approach as it has emerged in the UK, and traces its origins in American experimental programmes of the 1970s. The arguments for the approach are discussed in detail. Many of these arguments derive from the demonstrable limitations of more conventional assessment, especially in predicting work performance. She then analyses the theoretical assumptions which competence-based assessment shares with the criterion-referenced movement as a whole, distinguishing clearly between those claims which can be sustained and those which cannot. She also synthesizes the growing body of evidence on implementation. Many lessons have now been learned about whether and how one can establish a workable, robust and reliable competence-based system. It has become evident both that the preconditions for success are often missing, and that, if they are ignored, competence-based 'reforms' may have largely negative consequences. The final chapter reviews the prospects for competence-based awards, and offers some conclusions on what is essential to a competence-based approach.

The Question of Competence
The Question of Competence

Author: Brian D. Hodges

Publisher: Cornell University Press

Published: 2012-10-11

Total Pages: 239

ISBN-13: 0801465362

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Medical competence is a hot topic surrounded by much controversy about how to define competency, how to teach it, and how to measure it. While some debate the pros and cons of competence-based medical education and others explain how to achieve various competencies, the authors of the seven chapters in The Question of Competence offer something very different. They critique the very notion of competence itself and attend to how it has shaped what we pay attention to—and what we ignore—in the education and assessment of medical trainees. Two leading figures in the field of medical education, Brian D. Hodges and Lorelei Lingard, drew together colleagues from the United States, Canada, and the Netherlands to explore competency from different perspectives, in order to spark thoughtful discussion and debate on the subject. The critical analyses included in the book’s chapters cover the role of emotion, the implications of teamwork, interprofessional frameworks, the construction of expertise, new directions for assessment, models of self-regulation, and the concept of mindful practice. The authors juxtapose the idea of competence with other highly valued ideas in medical education such as emotion, cognition and teamwork, drawing new insights about their intersections and implications for one another.

Clinical Practice Guidelines We Can Trust
Clinical Practice Guidelines We Can Trust

Author: Institute of Medicine

Publisher: National Academies Press

Published: 2011-06-16

Total Pages: 217

ISBN-13: 030921646X

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Advances in medical, biomedical and health services research have reduced the level of uncertainty in clinical practice. Clinical practice guidelines (CPGs) complement this progress by establishing standards of care backed by strong scientific evidence. CPGs are statements that include recommendations intended to optimize patient care. These statements are informed by a systematic review of evidence and an assessment of the benefits and costs of alternative care options. Clinical Practice Guidelines We Can Trust examines the current state of clinical practice guidelines and how they can be improved to enhance healthcare quality and patient outcomes. Clinical practice guidelines now are ubiquitous in our healthcare system. The Guidelines International Network (GIN) database currently lists more than 3,700 guidelines from 39 countries. Developing guidelines presents a number of challenges including lack of transparent methodological practices, difficulty reconciling conflicting guidelines, and conflicts of interest. Clinical Practice Guidelines We Can Trust explores questions surrounding the quality of CPG development processes and the establishment of standards. It proposes eight standards for developing trustworthy clinical practice guidelines emphasizing transparency; management of conflict of interest ; systematic review-guideline development intersection; establishing evidence foundations for and rating strength of guideline recommendations; articulation of recommendations; external review; and updating. Clinical Practice Guidelines We Can Trust shows how clinical practice guidelines can enhance clinician and patient decision-making by translating complex scientific research findings into recommendations for clinical practice that are relevant to the individual patient encounter, instead of implementing a one size fits all approach to patient care. This book contains information directly related to the work of the Agency for Healthcare Research and Quality (AHRQ), as well as various Congressional staff and policymakers. It is a vital resource for medical specialty societies, disease advocacy groups, health professionals, private and international organizations that develop or use clinical practice guidelines, consumers, clinicians, and payers.

Adjudicative Competence
Adjudicative Competence

Author: Norman Godfrey Poythress

Publisher: Springer Science & Business Media

Published: 2002-08-31

Total Pages: 192

ISBN-13: 9780306467905

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Adjudicative competence remains an important topic of research and practice in psychology and law. In the five sections of Adjudicative Competence: The MacArthur Studies, the authors present not only a summary of the research of the MacArthur studies on competence but also an examination of the underlying theoretical work of Professor Richard Bonnie. It is the first publication to encapsulate the scope and significance of both the studies themselves and Bonnie's contributions. There is no other source available that addresses this range of topics. Given its breadth and scope, this book will be a "must have" for forensic mental health professionals, an important volume for lawyers, and a vital academic reference work.

Competency
Competency

Author: Mary Ann Gardell Cutter

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 297

ISBN-13: 9401136149

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Some conferences produce proceedings, others an inspiration to labor, which finally leads to a published work. Such has been the case with regard to this volume. In 1984, the Center for Ethics, Medicine, and Public Issues held a conference with the title 'When are Competent Patients Incompetent?' with the support of the Texas Committee for the Humanities, a state-based program of the National Endowment for the Humanities. Assistance was provided by both Baylor College of Medicine and the Institute of Religion. This conference evoked a con siderable interest in examining further the moral status of competency determinations in the clinical setting. This interest is realized in this volume, which now affords us an opportunity to thank all those individ uals who made the conference possible, only some of whom are acknowledged in this Preface. In particular, we wish to express our gratitude to Baruch A. Brody, Rebecca Dresser, the Honorable Jerome Jones, H. Steven Moffic, Margery W. Shaw, Eleanor Tinsley, and Albert Van HeIden. The volume took its shape through the labors of Earl Shelp and Mary Ann Gardell Cutter, who inspired the further evolution of the papers presented at the conference and attracted contributions from individuals who had not attended. Earl Shelp and Mary Ann Gardell Cutter have produced a volume following extensive reflection and dialogue; they were ably assisted in the final preparation of the manu script by Thomas J. Bole III and George Khushf, to whom special thanks are due.