Use of a standardized-patient-based clinical performance examination as an outcome measure to evaluate medical school curricula

Developing Competency Testing Tools for the Incoming Neurology Residents

“…Similarly, a medical educator who possesses deficiencies in their own clinical skills is less likely to detect those deficiencies among trainees. Faculty members are very uncomfortable about admitting their own limitations, despite the powerful role modeling such an act engenders (Richards et al, 1996). …”

Trends in Clinical Education of Medical Students

“…[8][9][10][11][12][13][14][15][16][17] Extensive use of standardized patients for both formative and summative purposes was common in schools with the most comprehensive curricular innovations. 18 A few of the schools visited had some experience using standardized adolescents or standardized parents, and an older child was occasionally included in an objective structured clinical examination. Pediatric faculty and pediatricrelated issues were otherwise unrepresented in performance-based student assessment strategies.…”

“…Early clinical experiences were generally community based and were combined with integrated small group teaching. Extensive faculty development and the introduction of more meaningful, performance-based assessment strategies 18 were common areas of emphasis.…”

“…3,18 As a result, there is both an opportunity and a need to explore the extent that standardized parents, adolescents, and older children can be included and to explore ways that remaining pediatricrelated assessment needs can be achieved in alternative ways. Especially as related to skills, attitudes, and values pertaining to infants and young children, it may be necessary to also consider the rich array of computerbased instruction alternatives becoming progressively available.…”

The development of staff concerns during implementation of problem-based learning in a nursing programme [1]

“…Documentation on the implementation of and students' successes and failures in PBL programmes exists (Albanese & Mitchell, 1993;Kaufman & Mann, 1996;Richards et al, 1996;van der Vleuten et al, 1996). However, a perusal of literature reveals a dearth of studies analysing the expe-riences of staff with the adoption of PBL in traditional institutions and traditional academic departments.…”