Medical Teacher

 
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In the current issue of Medical Teacher (37, 3):

Selection of medical students – are we getting it wrong?
Despite the abundant supply of academically outstanding applicants to medical schools in most countries the regularly recurring debate in the academic literature, and indeed sometimes in the popular media, implies that admissions committees are still getting it wrong in a significant number of instances.

Current assessment approaches are no longer appropriate
This paper discusses methodological challenges of assessment with a particular focus on the CanMEDS Roles. The paper argues that the psychometric measures that have been the mainstay of assessment practices for the past half-century are not sufficient for a competency-oriented assessment environment.

How can we help students learn to make a clinical diagnosis and avoid making an error?
A new AMEE guide outlines a new educational model for teaching how to make an appropriate clinical diagnosis that can be used by teachers as an additional technique to their current approach.

How can we ensure that the curriculum is perpetually responding to change?
Given the rapid development of research-based knowledge in health sciences education practices, there is a need to monitor the ongoing successes and failures of a developed curriculum with a view to instituting large or small timely changes to assure timely curriculum renewal.


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From the Editorial Office:

Poster session

Medical Teacher Poster Prize

Find out more about the Medical Teacher Poster Prize, including this year's winners at AMEE 2014

 

 

Medical Teacher is the journal of AMEE, an international association for all involved with medical and healthcare professions education. Medical Teacher addresses the needs of teachers and administrators throughout the world involved in training for the health professions.


2013 Impact Factor:2.045 5-Year Impact Factor:2.170

Frequency: 12 issues per year

 

ISSN: 0142-159X (print), 1466-187X (electronic)

 

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