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Step 2 Clinical Skills (Step 2 CS) of the United States Medical Licensing Examination (USMLE) was an exam administered to medical students/graduates who wish to become licensed physicians in the U.S. [1] It is similar to the COMLEX-USA Level 2-PE exam, taken by osteopathic medical students/graduates who seek licensure as physicians in the U.S. [2] For US medical students, the exam fee is ...
Doctors are referred to CPEP for competency assessments [1] from different organizations, including hospitals, medical groups and state medical boards. The CPEP approach to physician competency evaluation and assessment has three major components: clinical competence assessment, educational intervention, and post-educational evaluation.
An objective structured clinical examination (OSCE) is an approach to the assessment of clinical competence in which the components are assessed in a planned or structured way with attention being paid to the objectivity of the examination which is basically an organization framework consisting of multiple stations around which students rotate and at which students perform and are assessed on ...
SPs are also used extensively in testing of clinical skills of students, usually as a part of an objective structured clinical examination. Typically, the SP will use a checklist to record the details of the encounter. [citation needed] SPs have also been sent unannounced into a physician practices to evaluate the standards of care.
Hare Psychopathy Checklist: Psychopath presence 1970s Herrmann Brain Dominance Instrument (HBDI) Thinking preferences in people 1982 HEXACO model of personality structure Personality Inventory Personality structure is a six-dimensional model of human personality 2004 Holland Codes (RIASEC) (Personality-occupation matching)
The skills involved can be defined by the organization or by third party institutions. They are usually defined in terms of a skills framework, also known as a competency framework or skills matrix. This consists of a list of skills, and a grading system, with a definition of what it means to be at particular level for a given skill. [1]
The Calgary–Cambridge model has been criticized for creating a separation between the process of interviewing a patient and the information gained. [1] The 71 skills are very difficult to incorporate simultaneously, making it more difficult to learn for clinicians than other techniques.
There are many different ways of developing supervision skills which can be helpful to the clinician or practitioner in their work. Specific models or approaches to both counselling supervision and clinical supervision come from different historical strands of thinking and beliefs about relationships between people. A few examples are given below.
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