PPT-Using Standardized Patients for Competency Assessment and T

Neftali Serrano PsyD Suzanne Daub LCSW Travis Cos PhD Jeff Reiter PhD Health Federation of Philadelphia Collaborative Family Healthcare Association 17 th Annual Conference. Berwyn Clayton. Victoria university. Overview. NVETR funded project. Research team – Hugh Guthrie, Pam Every and Regan Harding. Focus: to examine the impact of competency progression policy on the assessment of commercial cookery, metal fabrication and carpentry apprentices. IPUs. How do they apply to ESR?. 2014 KME. Health Education Thames Valley. Communication . and Consulting Skills . This . competency is about communication with patients, and the use of . recognised. . LEARNING. . SESSION. LO1. . Prepare Training Facilities/Resources . LO2. Conduct Pre-Assessment. LO3. Facilitate Learning Sessions. LO4. Conduct Competency Assessment. LO5. Review Training Delivery. Process Improvement at a Large Military Medical Center. Nicole Polinsky. CDR, NC, USN. Clinical Nurse Specialist. Julie Hillery. CDR, NC, USN. Clinical Nurse Specialist. Discuss issues that led to need for process improvement in an OB Triage area.. GHS Nursing Initiative. All Nursing Roles. Staff (RN, UAPs). Preceptor. CNE. CNS. Manager. Director. Affiliated Faculty. . Faculty Competencies. PHASE. TARGET ROLLOUT. PURPOSE. Healthstream Curriculums. Information Literacy Assessment Plan . Diana Chan, HKUST . Enhancing Learning Experiences in Higher Education: International Conference. 2 -3 December 2010. Course Embedded IL sessions. Pittsfield Middle High School. Pittsfield, NH. School Year 2014-2015. Each course has content competencies with 4 point course-specific rubrics. Students earn credit only after demonstrating mastery of every competency in the course. (CCC). Goals . How do we assess for . Milestones. ?. What . does . the ACGME . expect for CCCs. ?. How . can . CCCs work?. Milestone Assessment. A . desire for objective methods of . assessment and provide better feedback. Maria Lucarelli, MD. Associate Program Director Internal Medicine Residency. January 13, 2015. Conflict of Interest. None. 2. Describe the characteristics and benefits of competency assessments in medical education . August 4, 2015. Definition. In general, competency-based education (CBE) is an outcomes-based approach . to earning . a college degree or other credential. . Competencies. Competencies are statements of what students can do as a result of their learning at an institution of higher education. . Two of the most important inferences in working with juveniles are about their risks and their needs which influence many judicial decisions. When making inferences regarding risk, . Criminogenic ris In today\'s medical education curriculum, it is necessary for students to learn the proper technique for taking medical histories, performing physical exams, and finding the appropriate way to educate and inform patients. The best way for a student to learn these skills is through hands-on training with a Standardized Patient (SP)--an actor who has been hired to portray a specific set of health problems and symptoms.Tips to Help You ?? Develop Coaching Skills and Be a Director to Your SPs Cast Standardized Patients Get the Best Performance from Your Actors Perfect Your SPs\' Timing of Fact Delivery during Examinations Improve the SPs\' Written Feedback to Students Streamline Training Regimens Checklists IncludedWorking with SPs has become so important in medical education that it is now a component of the USMLE clinical skills assessment exam. To ensure best practice, the coaches who prepare SPs now need general guidelines.This handbook is intended as that guide and as a support for those who are involved in training SPs, to encourage each coach to develop a system that will deliver the best results and, in the end, help train the most competent doctors. Hour . Telephone . Triage . Rapid . Assessment and Access . Tool. k. it . . Joan Thomas. 1. What we will discuss today. What is triage. ?. The development of the UKONS toolkit . UKONS/AUS version . Why we need triage training. GRADE. SALARY LEVEL. CL. METHOD. 41. P1. P2. 1. 2. Exam. 44. P1. 3. Course. 48. P1. 4. Course. 52. P1. 5. Course. 54. P1. 6. Course. GRADE. SALARY. LEVEL. CL. METHOD. 17. P1. P2. 1. 2. Exam. 22. P1. 3.