The emperor's new wardrobe: the whole and the sum of the parts in curriculum design
2015; Wiley; Volume: 50; Issue: 1 Linguagem: Inglês
10.1111/medu.12892
ISSN1365-2923
Autores Tópico(s)Empathy and Medical Education
ResumoMedical EducationVolume 50, Issue 1 p. 10-12 Commentary The emperor's new wardrobe: the whole and the sum of the parts in curriculum design David Prideaux, Corresponding Author David Prideaux School of Medicine, Flinders University, Adelaide, AustraliaCorrespondence: David Prideaux, Health Professional Education, School of Medicine, Flinders University, GPO Box 2100, Adelaide, SA 5001, Australia. Tel: +61 412 279 839; E-mail: [email protected]Search for more papers by this author David Prideaux, Corresponding Author David Prideaux School of Medicine, Flinders University, Adelaide, AustraliaCorrespondence: David Prideaux, Health Professional Education, School of Medicine, Flinders University, GPO Box 2100, Adelaide, SA 5001, Australia. Tel: +61 412 279 839; E-mail: [email protected]Search for more papers by this author First published: 23 December 2015 https://doi.org/10.1111/medu.12892Citations: 3Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References 1Prideaux D. The emperor's new clothes; from objectives to outcomes. Med Educ 2000; 34 (3): 168–9. 2Tyler RW. Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press 1949. 3Spady WG, Marshall KJ. Beyond traditional outcome-based education. Educ Leadership 1991; 49 (2): 67–72. 4Harden RM, Crosby JR, Davis M. An introduction to outcome-based education. Med Teach 1999; 21 (1): 7–14. 5Harden RM. Learning outcomes and instructional objectives: is there a difference? Med Teach 2002; 24 (2): 151–5. 6Touchie C, ten Cate O. The promise, perils, problems and progress of competency-based education. Med Educ 2016; 50 (1): 93–100. 7Grant J. The incapacitating effects of competence: a critique. Adv Health Sci Educ Theory Pract 1999; 4: 271–7. 8Brooks MA. Medical education and the tyranny of competency. Perspect Biol Med 2009; 52: 90–102. 9 Australian Medical Council. Competence-Based Medical Education: AMC Consultation Paper. Canberra: Australian Medical Council 2010. 10Eva KW. What every teacher needs to know about clinical reasoning. Med Educ 2004; 39 (1): 98–106. 11Regehr G, MacRae H, Reznick R, Szalay D. Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination. Acad Med 1998; 73: 993–7. 12Schuwirth L, van der Vleuten C. Programmatic assessment: from assessment of learning to assessment for learning. Med Teach 2011; 33: 478–85. Citing Literature Volume50, Issue1January 2016Pages 10-12 ReferencesRelatedInformation
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