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本文引用的文献

1
The pediatrics milestones: conceptual framework, guiding principles, and approach to development.儿科发育里程碑：概念框架、指导原则及发展方法。
J Grad Med Educ. 2010 Sep;2(3):410-8. doi: 10.4300/JGME-D-10-00126.1.
2
Perspective: Competencies, outcomes, and controversy--linking professional activities to competencies to improve resident education and practice.观点：能力、结果和争议——将专业活动与能力联系起来，以提高住院医师教育和实践。
Acad Med. 2011 Feb;86(2):161-5. doi: 10.1097/ACM.0b013e31820442e9.
3
Competency-based postgraduate training: can we bridge the gap between theory and clinical practice?基于能力的研究生培训：我们能否弥合理论与临床实践之间的差距？
Acad Med. 2007 Jun;82(6):542-7. doi: 10.1097/ACM.0b013e31805559c7.
4
Trust, competence, and the supervisor's role in postgraduate training.信任、能力以及导师在研究生培训中的角色。
BMJ. 2006 Oct 7;333(7571):748-51. doi: 10.1136/bmj.38938.407569.94.
5
Innovation in medical education: the Accreditation Council for Graduate Medical Education Outcome Project.医学教育创新：毕业后医学教育认证委员会成果项目
Curr Opin Anaesthesiol. 2002 Dec;15(6):659-60. doi: 10.1097/00001503-200212000-00009.
6
The assessment of clinical skills/competence/performance.临床技能/能力/表现的评估。
Acad Med. 1990 Sep;65(9 Suppl):S63-7. doi: 10.1097/00001888-199009000-00045.

Beyond competencies and milestones: adding meaning through context.

作者信息

Carraccio Carol, Burke Ann E

出版信息

J Grad Med Educ. 2010 Sep;2(3):419-22. doi: 10.4300/JGME-D-10-00127.1.

DOI:10.4300/JGME-D-10-00127.1
PMID:21976092
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC2951783/
Abstract
摘要