• 文献检索
  • 文档翻译
  • 深度研究
  • 学术资讯
  • Suppr Zotero 插件Zotero 插件
  • 邀请有礼
  • 套餐&价格
  • 历史记录
应用&插件
Suppr Zotero 插件Zotero 插件浏览器插件Mac 客户端Windows 客户端微信小程序
定价
高级版会员购买积分包购买API积分包
服务
文献检索文档翻译深度研究API 文档MCP 服务
关于我们
关于 Suppr公司介绍联系我们用户协议隐私条款
关注我们

Suppr 超能文献

核心技术专利：CN118964589B侵权必究
粤ICP备2023148730 号-1Suppr @ 2026

文献检索

告别复杂PubMed语法，用中文像聊天一样搜索，搜遍4000万医学文献。AI智能推荐，让科研检索更轻松。

立即免费搜索

文件翻译

保留排版，准确专业，支持PDF/Word/PPT等文件格式，支持 12+语言互译。

免费翻译文档

深度研究

AI帮你快速写综述，25分钟生成高质量综述，智能提取关键信息，辅助科研写作。

立即免费体验

相似文献

1
Capacity Building of Teachers of Health Professions to Use Assessment as a Tool for Learning for Supporting Competency-based Curricula.卫生专业教师利用评估作为学习工具以支持基于能力的课程的能力建设。
Int J Appl Basic Med Res. 2025 Apr-Jun;15(2):122-124. doi: 10.4103/ijabmr.ijabmr_613_24. Epub 2025 Apr 7.
2
Exploring conceptual and theoretical frameworks for nurse practitioner education: a scoping review protocol.探索执业护士教育的概念和理论框架：一项范围综述方案
JBI Database System Rev Implement Rep. 2015 Oct;13(10):146-55. doi: 10.11124/jbisrir-2015-2150.
3
Twelve tips for creating and sustaining a peer assessment program of clinical faculty.创建并维持临床教员同行评估项目的十二条建议。
Med Teach. 2024 Feb;46(2):183-187. doi: 10.1080/0142159X.2023.2252602. Epub 2023 Sep 1.
4
Implementation and Impact of an Adapted Digital Perioperative Competency-Building Tool to Enhance Teaching, Learning And Feedback in Postgraduate Competency-Based Medical Education.适应数字化围手术期能力建设工具的实施和影响，以加强研究生以能力为基础的医学教育中的教学、学习和反馈。
J Surg Educ. 2024 May;81(5):722-740. doi: 10.1016/j.jsurg.2024.01.015. Epub 2024 Mar 16.
5
Global faculty development: lessons learned from the Foundation for Advancement of International Medical Education and Research (FAIMER) initiatives.全球师资发展：国际医学教育与研究促进基金会（FAIMER）倡议的经验教训。
Acad Med. 2014 Aug;89(8):1097-9. doi: 10.1097/ACM.0000000000000377.
6
Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned.实施系统的教师发展计划以支持基于 EPA 的评估计划：策略、结果和经验教训。
Teach Learn Med. 2021 Aug-Sep;33(4):434-444. doi: 10.1080/10401334.2020.1857256. Epub 2020 Dec 17.
7
InspirE5: a participatory, internationally informed framework for health humanities curricula in health professions education.InspirE5：健康专业教育中健康人文学科课程的一种参与式、具有国际视野的框架。
BMC Med Educ. 2022 Jun 24;22(1):490. doi: 10.1186/s12909-022-03551-z.
8
Reinforcement of the Framework for Experiential Education in Healthcare in Serbia: Post-Implementation Project Review within Pharmacy Education.加强塞尔维亚医疗保健体验式教育框架：药学教育实施后项目评估
Pharmacy (Basel). 2019 Jul 15;7(3):92. doi: 10.3390/pharmacy7030092.
9
Teaching and educational scholarship in Tanzania: faculty initiative to improve performance of health professions' students.坦桑尼亚的教学与教育学术研究：提高卫生专业学生表现的教师倡议。
J Public Health Policy. 2012;33 Suppl 1:S150-70. doi: 10.1057/jphp.2012.45.
10
Assessment of the competency of learner-centered teaching of clinical preceptor using the augmented Stanford Faculty Development Program Questionnaire (SFDPQ): a cross sectional comparative study.采用扩充后的斯坦福教学发展计划问卷（SFDPQ）评估以学习者为中心的临床带教老师能力：一项横断面比较研究。
BMC Med Educ. 2024 Aug 16;24(1):883. doi: 10.1186/s12909-024-05883-4.

本文引用的文献

1
Competency-based medical education and the McNamara fallacy: Assessing the important or making the assessed important?基于能力的医学教育与麦克纳马拉谬论：评估重要的还是让被评估的变得重要？
J Postgrad Med. 2023 Jan-Mar;69(1):35-40. doi: 10.4103/jpgm.jpgm_337_22.
2
Assessment toolbox for Indian medical graduate competencies.印度医学毕业生能力评估工具包。
J Postgrad Med. 2021 Apr-Jun;67(2):80-90. doi: 10.4103/jpgm.JPGM_1260_20.
3
Assessing tomorrow's learners: in competency-based education only a radically different holistic method of assessment will work. Six things we could forget.评估明天的学习者：在基于能力的教育中，只有一种完全不同的整体评估方法才有效。我们可以忘掉的六件事。
Med Teach. 2013 Jul;35(7):555-9. doi: 10.3109/0142159X.2013.787140. Epub 2013 May 3.
4
History and practice of competency-based assessment.基于能力的评估的历史和实践。
Med Educ. 2012 Jan;46(1):49-57. doi: 10.1111/j.1365-2923.2011.04142.x.
5
Commentary: pitfalls in assessment of competency-based educational objectives.述评：基于能力的教育目标评估中的陷阱。
Acad Med. 2011 Apr;86(4):412-4. doi: 10.1097/ACM.0b013e31820cdb28.
6
Needs and priorities of faculty development for medical teachers in India: a Delphi study.印度医学教师师资发展的需求与优先事项：一项德尔菲研究
Natl Med J India. 2010 Sep-Oct;23(5):297-301.
7
The role of assessment in competency-based medical education.评估在基于能力的医学教育中的作用。
Med Teach. 2010;32(8):676-82. doi: 10.3109/0142159X.2010.500704.
8
What we see and don't see when we look at 'competence': notes on a god term.当我们审视“能力”时我们所看到和未看到的：关于一个神圣词汇的笔记
Adv Health Sci Educ Theory Pract. 2009 Dec;14(5):625-8. doi: 10.1007/s10459-009-9206-y.

卫生专业教师利用评估作为学习工具以支持基于能力的课程的能力建设。

Capacity Building of Teachers of Health Professions to Use Assessment as a Tool for Learning for Supporting Competency-based Curricula.

作者信息

Singh Tejinder, Mahajan Rajiv, Gupta Kapil, Goyal Parmod Kumar

机构信息

Center for Health Professions Education, Adesh University, Bathinda, Punjab, India.

出版信息

Int J Appl Basic Med Res. 2025 Apr-Jun;15(2):122-124. doi: 10.4103/ijabmr.ijabmr_613_24. Epub 2025 Apr 7.

DOI:10.4103/ijabmr.ijabmr_613_24
PMID:40343238
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12058040/
Abstract

The authors describe a faculty development program to build the capacity of teachers of health professions. The program is offered in the form of a fellowship in hybrid mode and is centered around the concept of "assessment as learning." It harnesses the power of assessment to promote learning, uses near peer teaching, and requires the participants to apply this knowledge for an assessment project.

摘要

作者描述了一个旨在培养健康专业教师能力的教师发展项目。该项目以混合模式的奖学金形式提供，以“评估即学习”的理念为核心。它利用评估的力量来促进学习，采用近伴教学法，并要求参与者将这些知识应用于一个评估项目。