EDP Sciences logo
Authentification abonné
Rechercher
Menu
Accueil Tous les numéros Volume 18 / Numéro 2 (Mai 2017) Pédagogie Médicale, 18 2 (2017) 83-100 Références
Accès gratuit
Numéro
Pédagogie Médicale
Volume 18, Numéro 2, Mai 2017
Page(s) 83 - 100
Section Recherche et perspectives
DOI https://doi.org/10.1051/pmed/2018007
Publié en ligne 5 juillet 2018
  1. Parent F, Jouquan J. Comment élaborer et analyser un référentiel de compétences en santé ? Une clarification conceptuelle et méthodologique de l’approche par compétences. Louvain-la-Neuve : De Boeck Supérieur, 2015. [Google Scholar]
  2. Scallon G. L’évaluation des apprentissages dans une approche par compétence. Montréal : Renouveau pédagogique, 2004. [Google Scholar]
  3. Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C. Shifting paradigms: from Flexner to competencies. Acad Med 2002;77:361‐7. [CrossRef] [PubMed] [Google Scholar]
  4. Tochel C, Haig A, Hesketh A, Cadzow A, Beggs K, Colthart I, et al. The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Med Teach 2009;31:299‐318. [CrossRef] [PubMed] [Google Scholar]
  5. Tardif J. L’évaluation des compétences. Documenter le parcours de développement. Montréal : Chenelière Éducation, 2006. [Google Scholar]
  6. Tannenbaum D, Kerr J, Konkin J, Organek A, Parsons E, Saucier D, et al. Cursus Triple C axé sur le développement des compétences. Rapport du Groupe de travail sur la révision du cursus postdoctoral – Partie 1. Mississauga (ON) : Collège des médecins de famille du Canada, 2011 [On-line]. Disponible sur : http://www.cfpc.ca/uploadedFiles/Resources/Resource_Items/Triple_C/2%20Les%20concepts%20et%20définitions%20clés%20%20de%20l1éducation%20axée%20sur%20le%20développement%20des%20compétencesPDF%20ppt.pdf. [Google Scholar]
  7. Oandasan I, Saucier D (Eds.). Rapport sur le Cursus Triple C axé sur le développement des compétences – Partie 2 : Faire progresser la mise en œuvre. Mississauga (ON) : Collège des médecins de famille du Canada, 2013 [On-line]. Disponible sur : http://www.cfpc.ca/uploadedFiles/Education/_PDFs/TripleC_Rapport_2.pdf. [Google Scholar]
  8. Carraccio CL, Benson BJ, Nixon LJ, Derstine PL. From the educational bench to the clinical bedside: Translating the Dreyfus Developmental Model to the learning of clinical skills. Acad Med 2008;83:761‐7. [CrossRef] [Google Scholar]
  9. Meade LB, Borden SH, McArdle P, Rosenblum MJ, Picchioni MS, Hinchey KT. From theory to actual practice: creation and application of milestones in an internal medicine residency program, 2004-2010. Med Teach 2012;34:717‐23. [CrossRef] [PubMed] [Google Scholar]
  10. Papp KK, Huang GC, Lauzon Clabo LM, Delva D, Fischer M, Konopasek L, et al. Milestones of critical thinking: a developmental model for medicine and nursing. Acad Med 2014;89:715-20. [Google Scholar]
  11. The family medicine milestone project. J Grad Med Educ 2014;6(1 Suppl 1):74-86. [Google Scholar]
  12. Baglia J, Foster E, Dostal J, Keister D, Biery N, Larson D. Generating developmentally appropriate competency assessment at a family medicine residency. Fam Med 2011;43:90‐8. [PubMed] [Google Scholar]
  13. American Association of Medical Colleges. Core Entrustable Professional Activities for Entering Residency – Curriculum developers’ guide. 2014 [On-line]. Disponible sur : https://members.aamc.org/eweb/upload/Core%20EPA%20Curriculum%20Dev%20Guide.pdf. [Google Scholar]
  14. Chang A, Bowen JL, Buranosky RA, Frankel RM, Ghosh N, Rosenblum MJ, et al. Transforming primary care training-patient-centered medical home entrustable professional activities for internal medicine residents. J Gen Intern Med 2013;28:801‐9. [CrossRef] [Google Scholar]
  15. Fessler HE, Addrizzo-Harris D, Beck JM, Buckley JD, Pastores SM, Piquette CA, et al. Entrustable professional activities and curricular milestones for fellowship training in pulmonary and critical care medicine: report of a multisociety working group. Chest 2014;146:813‐34. [CrossRef] [PubMed] [Google Scholar]
  16. Schultz K, Griffiths J, Lacasse M. The application of entrustable professional activities to inform competency decisions in a family medicine residency program. Acad Med 2015;90:888‐97. [CrossRef] [Google Scholar]
  17. Clavet D, Pélissier-Simard L, Bigonnesse J-M, Girard G (Eds.) Systematising field supervisors’ experience to guide residents’ progression in a family medicine competency-based curriculum. Canadian Conf Med Educ 2010, St. John’s (NL). [Google Scholar]
  18. Torbeck L, Wrightson AS. A method for defining competency-based promotion criteria for family medicine residents. Acad Med 2005;80:832‐9. [CrossRef] [Google Scholar]
  19. ten Cate O, Scheele F. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad Med 2007;82:542-7. [Google Scholar]
  20. ten Cate O. Entrustability of professional activities and competency-based training. Med Educ 2005;3:1176-7. [Google Scholar]
  21. ten Cate O. AM Last Page: What Entrustable Professional Activities Add to a Competency-Based Curriculum. Acad Med 2014;89:691. [Google Scholar]
  22. ten Cate O. Trust, competence, and the supervisor’s role in postgraduate training. BMJ 2006;333:748-51. [Google Scholar]
  23. Hauer KE, Kohlwes J, Cornett P, Hollander H, Ten Cate O, Ranji SR, et al. Identifying entrustable professional activities in internal medicine training. J Grad Med Educ 2013;5:54-9. [Google Scholar]
  24. Lacasse M, Theoret J, Tessier S, Arsenault L. Expectations of clinical teachers and faculty regarding development of the CanMEDS-Family Medicine competencies: Laval developmental benchmarks scale for family medicine residency training. Teach Learn Med 2014;26:244‐51. [CrossRef] [PubMed] [Google Scholar]
  25. Shumway NM, Dacus JJ, Lathrop KI, Hernandez EP, Miller M, Karnad AB. Use of milestones and development of entrustable professional activities in 2 hematology/oncology training programs. J Grad Med Educ 2015:101‐4. [CrossRef] [PubMed] [Google Scholar]
  26. Huddle TS, Heudebert GR. Taking apart the art: the risk of anatomizing clinical competence. Acad Med 2007;82(8):676-82. [Google Scholar]
  27. van Loon KA, Driessen EW, Teunissen PW, Scheele F. Experiences with EPAs, potential benefits and pitfalls. Med Teach 2014;36(8):698‐702. [CrossRef] [PubMed] [Google Scholar]
  28. Scott A, Knott M. A cluster analysis method for grouping means in the analysis of variance. Biometrics 1974;30:507‐12. [CrossRef] [Google Scholar]
  29. St-Pierre A, Thériault A, Labrecque M, Turcotte S, Renaud J-S, Lacasse M. Validation of the Laval Developmental Benchmark scale for competency evaluation in family medicine residency. Ottawa Conf, 2014 [On-line]. Disponible sur : http://media.wix.com/ugd/bd1cfc_8ef41237a92847fc87354972c9bd22d8.pdf. [Google Scholar]
  30. Van Someren MW, Barnard YF, Sandberg JA. The think aloud method: a practical guide to modeling cognitive processes. London: Academic Press, 1994. [Google Scholar]
  31. Collins D. Pretesting survey instruments: an overview of cognitive methods. Qual Life Res 2003;12:229‐38. [CrossRef] [PubMed] [Google Scholar]
  32. Drennan J. Cognitive interviewing: verbal data in the design and pretesting of questionnaires. J Adv Nurs 2003;42:57‐63. [CrossRef] [PubMed] [Google Scholar]
  33. Willis GB, Royston P, Bercini D. The use of verbal report methods in the development and testing of survey questionnaires. Appl Cognit Psychol 1991;5:251‐67. [Google Scholar]
  34. Forsyth B, Levin K, Fisher S. Test of an appraisal method for establishment survey questionnaires. Proceeding of the ASA Section on Survey Research Methods American Statistical Association, Alexandria 1999. [Google Scholar]
  35. Bolton RN. Pretesting questionnaires: content analyses of respondents’ concurrent verbal protocols. Mark sci 1993;12:280‐303. [Google Scholar]
  36. Graesser AC, Bommareddy S, Swamer S, Golding JM. Integrating questionnaire design with a cognitive computational model of human question answering. Schwarz N, Sudman S, Editors. San Francisco (CA): Jossey-Bass, 1996. [Google Scholar]
  37. Tourangeau R, Rasinski KA. Cognitive processes underlying context effects in attitude measurement. Psychol Bull 1988;103:299. [CrossRef] [Google Scholar]
  38. Lacasse M. Diagnostic et prise en charge des situations d’apprentissage problématiques en éducation médicale. Québec : Université Laval, Faculté de médecine, 2009. [Google Scholar]
  39. Frankenburg WK, Dodds J, Archer P, Shapiro H, Bresnick B. The Denver II: a major revision and restandardization of the Denver Developmental Screening Test. Pediatrics 1992;89:91‐7. [PubMed] [Google Scholar]
  40. Simard M-L., Lacasse M, Simard C, Renaud J-S., Tremblay I, Rheault C, et al. Validation d’un outil critérié d’évaluation des compétences des résidents en médecine familiale : étude qualitative du processus de réponse. Pédagogie Médicale 2017;18:17‐24. [Google Scholar]
  41. Holmboe ES, Sherbino J, Long DM, Swing SR, Frank JR. The role of assessment in competency-based medical education. Med Teach 2010;32:676-82. [Google Scholar]

Les statistiques affichées correspondent au cumul d'une part des vues des résumés de l'article et d'autre part des vues et téléchargements de l'article plein-texte (PDF, Full-HTML, ePub... selon les formats disponibles) sur la platefome Vision4Press.

Les statistiques sont disponibles avec un délai de 48 à 96 heures et sont mises à jour quotidiennement en semaine.

Le chargement des statistiques peut être long.