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) 




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)


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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