3 edition of Innovative simulations for assessing professional competence found in the catalog.
Innovative simulations for assessing professional competence
by University of Illinois at Chicago, Department of Medical Education in [Chicago, Ill.]
Written in English
Includes bibliographical references and index.
|Statement||Ara Tekian, Christine H. McGuire, William C. McGaghie, and Associates.|
|Contributions||McGuire, Christine H., McGaghie, William C.|
|LC Classifications||HF5549.5.P35 T45 1999|
|The Physical Object|
|Pagination||viii, 254 p. :|
|Number of Pages||254|
|LC Control Number||99093267|
Innovative assessment approaches and new paradigms within the assessment of teachers’ professional competencies. Gabriele Kaiser (University of Hamburg) approaches to assessing the professional competencies of teachers. In TEDS-FU the cognitive oriented staged video-vignettes focus on these situated competence facets evaluating the. The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.,The paper is based on a literature survey and author research.,US education badly Cited by:
©— Bioethics Research Library Box Washington DC The Assessment of Professional Competence (APC) of the Hong Kong Institute of Surveyors (the Institute) is a scheme of professional learning and assessment The Counsellor is responsible for signing the Candidate’s Diary and Log Book every three months and could also be his/her Supervisor if working in the same.
(). The challenge of assessing professional competence in work integrated learning. Assessment & Evaluation in Higher Education: Vol. 38, No. 2, pp. Cited by: We often talk about using competencies in business, but what about competencies in education? Competency-based education is becoming increasingly popular in post-secondary education and higher, as institutions strive for more effective ways to measure student learning and make education affordable.
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TY - BOOK. T1 - Innovative Simulations for Assessing Professional Competence. AU - McGaghie, William Craig. A2 - A, Tekian. A2 - CH, McGuire. A2 - WC, McGaghie. PY - Y1 - M3 - Book. BT - Innovative Simulations for Assessing Professional Competence.
PB - University of Illinois at Chicago, Department of Medical Education. CY - Chicago Cited by: Innovative Simulations for Assessing Professional Competence: From Paper-And-Pencil to Virtual Reality [Tekian, Ara, McGuire, Christine H., McGaghie, William C.] on *FREE* shipping on qualifying offers.
Innovative Simulations for Assessing Professional Competence: From Paper-And-Pencil to Virtual RealityAuthor: Ara Tekian, Christine H.
McGuire, William C. McGaghie. Simulations in Professional Competence Assessment: Basic Considerations. In A. Tekian, CH. McGuire, & WC. McGaghie (Eds.), Innovative Simulations for Assessing Professional Competence (pp. Chicago: University of Illinois College of Cited by: 1.
Innovative simulations for assessing professional competence: from paper-and-pencil to virtual reality. McGaghie WC. Simulation in professional competence assessment: basic considerations.
In: Tekian A, McGuire CH, McGaghie WC, eds. Innovative Simulations for Assessing Professional Competence. Chicago: Department of Medical Education, University of Illinois at Chicago; –Cited by: His scholarship in health professions education is reflection in publications in the premiere medical education journals.
Tekian is the senior author of the book Innovative Simulations for Assessing Professional Competence: From Paper-and-Pencil to Virtual Reality published in Ara Tekian has received numerous honors and awards.
1. McGaghie WC. Simulation in professional competence assessment: basic considerations. In: Tekian A, McGuire CH, McGaghie WC, eds. Innovative Simulations for Assessing Professional Competence. Chicago: Department of Medical Education, University of Illinois at Chicago;7–Cited by: 4.
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 cturer: Springer. Tekian is the senior author of the book Innovative Simulations for Assessing Professional Competence: From Paper-and-Pencil to Virtual Reality published in Below is a list of speakers at the ROECSG Spring Symposium with videos of the presentations.
Computer-based case simulations from medicine: Assessing skills in patient management. In A. Tekian, C. McGuire, & W. McGahie (Eds.)Innovative simulations for assessing professional competence(pp. 29–41). Chicago: University of Illinois, Department of Cited by: Low- versus high-fidelity simulations in teaching and assessing clinical skills.
Tekian A, McGuire C, McGaghie W. Innovative simulations. for assessing professional competence. The latest volume in the Learning in Higher Education series, Innovative Teaching and Learning Practices in Higher Education introduces the reader to a number of inspiring transformative educational explores in depth what has motivated these teachers to transform their teaching, how they went about doing it, and what the results were for their students in terms of.
book. Innovative Simulations for Assessing Professional Competence: From Paper-And-Pencil to Virtual Reality (Handbook for the Academic Physician) Author: William McGaghie published on (March, ) Membership. Member of American Psychological Association (vice president), American Educational Research Association.
Innovative Simulations for Assessing Professional Competence. Ara Tekian. 15 Feb Book. unavailable. Try AbeBooks. Objectives To propose a definition of professional competence, to review current means for assessing it, and to suggest new approaches to assessment.
Data Sources We searched the MEDLINE database from to and refer. related to technical quality (e.g., reliability, fairness, and validity), were discussed in a previous workshop session (see Chapter 2).Tests with innovative characteristics (like any tests) send signals to educators, students, and parents about the learning that is most valued in the system—and in many cases innovative testing has led to changes in practice.
Assessing Competence in Professional Performance across Disciplines and Professions,pp. - Springer International Publishing Switzerland. Simulation in medical education. Since the publication of my edited book Innovative Simulations for Assessing Professional Competence.
Thank you for your help. You will not receive a reply. For enquiries, contact us. He is the primary author of the pioneering book Innovative Simulations for Assessing Professional Competence: From Paper-and-Pencil to Virtual Reality published in His consultations and workshops have focused on curriculum development, assessment, program evaluation, simulations, and international medical education.
Med Educ. Mar;39(3) Assessing professional competence: from methods to programmes. van der Vleuten CP(1), Schuwirth LW. Author information: (1)Department of Educational Development and Research, University of Maastricht, Maastricht, The Netherlands.
[email protected] by:. For HR directors, corporate trainers, college administrators, diversity trainers and study abroad educators, this book provides a cutting-edge framework and an innovative collection of ready-to-use tools and activities to help build cultural competence—from the basics of understanding core concepts of culture to the complex work of negotiating identity and resolving cultural differences.He is the senior author of the book “Innovative Simulations for Assessing Professional Competence: From Paper-and-Pencil to Virtual Reality” published in Title: Prof.
of Medical Education at .Similarly, the General Medical Council in the UK has settled on 1) good clinical care, 2) maintaining good medical practice, 3) teaching and training, appraising and assessing, 4) relationships with patients, 5) working with colleagues, 6) probity, and 7) health as the competences of the good doctor.
9 Having been specified, these outcomes Cited by: