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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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Bibliografske podrobnosti
izdano v:Can Med Educ J
Main Authors: Pero, Rebecca, Marcotte, Laura
Format: Artigo
Jezik:Inglês
Izdano: Canadian Medical Education Journal 2019
Teme:
Online dostop:https://ncbi.nlm.nih.gov/pmc/articles/PMC6681931/
https://ncbi.nlm.nih.gov/pubmed/31388385
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