Topic number
4 . 2015
Editorial

Editorial

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Announcements

Announcements

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Events

Events

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News

News

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Abstracts

Abstracts

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Educational Technologies

AMEE Guide N 31. Workplace-based assessment as an educational tool

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There has been concern that trainees are seldom observed, assessed, and given feedback during their workplace-based education. This has led to an increasing interest in a variety of formative assessment methods that require observation and off er the opportunity for feedback. The research literature on formative assessment and feedback suggests that it is a powerful means for changing the behaviour of trainees. Several methods for assessing it have been developed and there is preliminary evidence of their reliability and validity. A variety of factors enhance the efficacy of workplace-based assessment including the provision of feedback that is consistent with the needs of the learner and focused on important aspects of the performance. Faculty plays a critical role and successful implementation requires that they receive training. The objective of this Guide is to review the literature on work-based assessment and the efficacy and prevalence of formative feedback. It describes the common formative assessment methods, characterises the nature of feedback, examines the effect of faculty development on its quality, and summarises the challenges still faced.

Formation of professional competencies in the project-based learning of medical students

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This study aimed to test project-based learning of ≪me dical cybernetics≫ and ≪general medicine≫ students at Siberian State Medical University. The project task implied fi nding a solution for a professionally signifi cant problem, leading to the creation of a new information product.

The students of ≪medical cybernetics≫ were working on a project of an automated workplace for medical staff at the premises of medical institutions. The main project result was computer program consisted of several modules medical and biological database, decision support system and help system. At the end of the semester, each student defended their project in front of the study group, teachers, and clinics representative.

A project-based learning prepares future medical cybernetics for he informatization of actual medical institutions.

The students of ≪general medicine≫ were assigned a task which consisted of an outline of conducted research and a database made by teachers. After statistical data processing the students interpreted obtained results, prepared report and made presentation. The project-based learning of future doctors leads to the system approach to decision of medical biological tasks with statistical methods, interpretation and presentation of the results, i.e.

research competence. The eff ectiveness of the project-based learning is confi rmed by the results of the students’ poll and reviews by potential users of received software product. According to students, work on the project makes the process of study more meaningful, and increases motivation to study the subject.

The experience of involving the pharmaceutical faculty students in research work and recording their achievements in the project e-portfolio

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According to the new educational standards research is a mandatory module. It is necessary to develop and improve methods of students involving in research work and the methods of recording and analysis of students’ scientifi c achievements. The project of e-porftolio aims to identify active students involved in scientifi c work, social, artistic and sporting life of the University. We have created an interactive platform for information collection, ranking and display of the data. The project facilitates the self-actualization and motivation level of students in research work performance, and allows to consider the achievements of graduates’ certification and improve the effectiveness of their pro career.

Ronald Harden’s Blog

Most findings can’t be replicated!

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Curriculum mapping and more

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Trevor Gibbs’s Blog

Can we have faith in the future of medical education?

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Leaders in medical education

Interview with Dr. Robert Wachter, professor at the University of California, San Francisco, and author of «The digital doctor: hope, hype, and harm at the dawn of medicine’s computer age»

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All articles in our journal are distributed under the Creative Commons Attribution 4.0 International License (CC BY 4.0 license)

CHIEF EDITOR
CHIEF EDITOR
Balkizov Zalim Zamirovich
Secretary General of the Russian Society of Medical Education Specialists, Director of the Institute of Training of Medical Education Specialists of the Russian Medical Academy of Continuing Professional Education, 125993, Moscow, Russian Federation, Professor of the Department of Vocational Education and Educational Technologies of the N.I. Pirogov RNIMU of the MOH of Russia, CEO of GEOTAR-Med, Advisor President of the National Medical Chamber, Moscow, Russian Federation

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