Medical Education


The following are key concepts within medical education in diagram form. Subsequent updates will begin to develop various sections (i.e. for assessment, evaluation, outcomes, leadership, feedback, etc).

Kern's Guide to Curriculum Development:

Bloom's Taxonomy for Learning Objectives (Cognitive Domain):


Adult Learning Theory (Knowles)


Kolb's Experiential Learning Theory:

Situated Learning (Lave and Wenger)
Flow/Deliberate Practice (modified from Ericsson) 



Vygotsky's Zones of Proximal Development

Bandura's Social Learning Theory


Miller's Pyramid of Clinical Competence (i.e. tools for assessments)
John Kotter's Leading Change
Kirkpatrick Model for Educational Outcomes



Carol Dweck's Fixed vs. Growth Mindset
Dunning-Kruger Effect



Formative vs. Summative Assessment

Formative assessment is FOR learning while summative assessment is OF learning



Implementing a Program of Assessment (Hauer K et al, Academic Medicine)



Constructing a Validity Argument (Kane's Framework, adapted by Cook et al)


Validity Evidence (Messick and Kane Frameworks), From Kinnear et al, Academic Medicine 2021


SMART Framework for Goals



Glassick Criteria for Scholarship


References

Core competencies in Evidence-Based Practice for Health Professionals (Albarquoni et al, JAMA Network Open 2018)

Subpages (1): Tips for Trainees
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