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Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education
Implication Statement In competency-based medical education (CBME), assessment is learner-driven; learners may fail to progress if assessments are not completed. The General Internal Medicine (GIM) program at Queen’s University uses an educational technique known as scaffolding in its assessment str...
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| Published in: | Can Med Educ J |
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| Main Authors: | , |
| Format: | Artigo |
| Language: | Inglês |
| Published: |
Canadian Medical Education Journal
2019
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| Subjects: | |
| Online Access: | https://ncbi.nlm.nih.gov/pmc/articles/PMC6681931/ https://ncbi.nlm.nih.gov/pubmed/31388385 |
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