Use my Search Websuite to scan PubMed, PMCentral, Journal Hosts and Journal Archives, FullText. Kick-your-searchterm to multiple Engines kick-your-query now !>

A dictionary by aggregated review articles of nephrology, medicine and the life sciences Your one-stop-run pathway from word to the immediate pdf of peer-reviewed on-topic knowledge.

10.4103/jpgm.JPGM_1061_20 http://scihub22266oqcxt.onion/10.4103/jpgm.JPGM_1061_20 33533748!8098879!33533748     free     free     free Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       J+Postgrad+Med 2021 ; 67 (1): 18-23 Nephropedia Template TP {{tp|p=33533748|t=2021. Blended programmatic assessment for competency based curricula |pdf=|usr=}}{{33533748}} gab.com Text Blended programmatic assessment for competency based curricula JO: J Postgrad Med http://www.kidney.de/pget.php?&tw=1&pmid=33533748 #FOAvip The uncertainty in all spheres of higher education due to the COVID-19 pandemic has had an unprecedented impact on teaching-learning and assessments in medical colleges across the globe. The conventional ways of assessment are now neither possible nor practical for certifying medical graduates. This has necessitated thoughtful considerations in making adjustments to the assessment system, with most institutions transitioning to online assessments that so far have remained underutilized. Programmatic assessment encourages the deliberate and longitudinal use of diverse assessment methods to maximize learning and assessment and at present can be utilized optimally as it ensures the collection of multiple low-stake assessment data which can be aggregated for high-stake pass/fail decisions by making use of every opportunity for formative feedback to improve performance. Though efforts have been made to introduce programmatic assessment in the competency-based undergraduate curriculum, transitioning to online assessment can be a potential opportunity if the basic tenets of programmatic assessment, choice of online assessment tools, strategies, good practices of online assessments and challenges are understood and explored explicitly for designing and implementing online assessments. This paper explores the possibility of introducing online assessment with face-to-face assessment and structuring a blended programmatic assessment in competency-based medical education. Twit Text FOAVip Blended programmatic assessment for competency based curricula ????J Postgrad Med http://www.kidney.de/pget.php?&tw=1&pmid=33533748 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33533748 #FOAvip English Wikipedia <ref>{{Cite pmid|33533748}}</ref> Blended programmatic assessment for competency based curricula #MMPMID33533748 Mahajan R; Saiyad S; Virk A; Joshi A; Singh T J Postgrad Med 2021[Jan]; 67 (1): 18-23 PMID33533748show ga The uncertainty in all spheres of higher education due to the COVID-19 pandemic has had an unprecedented impact on teaching-learning and assessments in medical colleges across the globe. The conventional ways of assessment are now neither possible nor practical for certifying medical graduates. This has necessitated thoughtful considerations in making adjustments to the assessment system, with most institutions transitioning to online assessments that so far have remained underutilized. Programmatic assessment encourages the deliberate and longitudinal use of diverse assessment methods to maximize learning and assessment and at present can be utilized optimally as it ensures the collection of multiple low-stake assessment data which can be aggregated for high-stake pass/fail decisions by making use of every opportunity for formative feedback to improve performance. Though efforts have been made to introduce programmatic assessment in the competency-based undergraduate curriculum, transitioning to online assessment can be a potential opportunity if the basic tenets of programmatic assessment, choice of online assessment tools, strategies, good practices of online assessments and challenges are understood and explored explicitly for designing and implementing online assessments. This paper explores the possibility of introducing online assessment with face-to-face assessment and structuring a blended programmatic assessment in competency-based medical education. |*Curriculum[MESH] |Competency-Based Education/*methods[MESH] |Education, Distance/*methods[MESH] |Education, Medical/*methods[MESH] |Educational Measurement/*methods[MESH] |Humans[MESH]Blended programmatic assessment for competency based curricula (epmc).pdf DeepDyve Pubget Overpricing