Results 161 to 170 of about 97,300 (312)

Prescribing competence: The pros and cons of different methods for assessment

British Journal of Clinical Pharmacology, EarlyView.
Evaluating a medical graduate’s competence in rational prescribing is challenging. With the aim to guide and inspire teachers, this narrative review explores different methods that can be used to assess prescribing competence. Each method has its own advantages and disadvantages, and thus a mix of different assessment methods is needed throughout the ...
David J. Brinkman, Erik M. Donker, Jelle Tichelaar, on behalf of the CP4T programme   +3 more
wiley   +1 more source

Problemas y técnicas de la educación especial

Revista Española de Pedagogía
María Jesús Tutor
doaj   +1 more source

Role of peer-tutors with dementia in Recovery College dementia courses: an ethnographic account. [PDF]

Gerontologist
Birt L, Handley M, West J, Alam J, Poland F, Moniz-Cook E, Wolverson E, Wong G, Wong G, Hackmann C, Teague B, Litherland R, Fox C, DiSCOVERY Study Team.   +13 more
europepmc   +1 more source

The impact of a preprescribing formative assessment on learning in final‐year medical students using hospital inpatient electronic prescribing systems

British Journal of Clinical Pharmacology, EarlyView.
Aims Graduating medical students consistently report being unprepared for the complexity of prescribing in clinical practice. Current clinical prescribing teaching and authentic assessment are limited due to patient safety concerns. We aimed to examine the educational utility of supervised preprescribing as a learning process and potential authentic ...
Kellie A. Charles, Lorna Pairman, Emily Moon, Daniel Wong, John Quayle, Tim J. Wilkinson, Matthew Doogue, Paul Chin   +7 more
wiley   +1 more source

Reflections on Identity and Role Navigation of Continuous Medical Education Tutors in General Practice. [PDF]

Clin Teach
Keenan I, Barrett A, Duffy I, Byrne L, McNicholas C, Doran G, Dowling S.   +6 more
europepmc   +1 more source

The integration of the British Pharmacological Society's prescription safety assessment into the WHO 6‐step model of rational pharmacotherapy in a Turkish medical school

British Journal of Clinical Pharmacology, EarlyView.
Aims At Koç University School of Medicine, a one‐week rational pharmacotherapy (RPHM) programme, modelled after WHO 6‐step, has been introduced in the fourth‐year curriculum to improve prescription skills. For efficient problem‐based learning (PBL) sessions on a prespecified topic, students need to brush up on basic pharmacology knowledge, so we ...
Sinem Ezgi Gülmez, Gülnihal Özcan, Hakan S. Orer   +2 more
wiley   +1 more source

Exploring child engagement in a multi-robot tutor-peer learning scenario. [PDF]

Front Robot AI
Raggioli L, Maharjan RS, Kolak J, Taylor G, Gatenby AB, Cangelosi A.   +5 more
europepmc   +1 more source

Student perspectives on AI‐supported formative assessment in pharmacology

British Journal of Clinical Pharmacology, EarlyView.
Abstract Aims High‐quality feedback is crucial for helping medical students understand and apply core concepts of pharmacology, yet personalized feedback is resource‐intensive to produce. Artificial intelligence (AI) offers a potential solution, but little is known about students' perspectives on AI‐generated feedback.
Jon Andsnes Berg, Øyvind Repstad, Trond Trætteberg Serkland, Tiril Egset Mork, Christian Bru, Olav Tenstad, Monika Kvernenes   +6 more
wiley   +1 more source

Perception and implementation gaps in active teaching and learning: a mixed-methods study of students and tutors in a medical degree program. [PDF]

Front Med (Lausanne)
Al Nabhani I, Sirasanagandla SR, Al Zaabi A, Sakr H, Al Balushi H, Al Saidi M, Rizvi M, Al Maskari R, Al Rajaibi H.   +8 more
europepmc   +1 more source

Evidence to support integrating feedback best practice for computer‐based assessment in pharmacology education

British Journal of Clinical Pharmacology, EarlyView.
Feedback is the most powerful driver of learning, but it can afford variable effects depending on the method used. The design of feedback for computer‐based assessment—now increasingly prevalent in higher education—remains relatively underexplored, particularly for pharmacology education.
Claire Y. Hepburn
wiley   +1 more source