Teaching on the run tips 6: determining competence

Lake, Fiona R; Hamdorf, Jeffrey M

doi:10.5694/j.1326-5377.2004.tb06410.x

Topics

medical education

Setting

University of Western Australia, First Floor N Block, QEII Medical Centre, Nedlands, WA.

Correspondence:

Acknowledgements:

We would like to thank the teachers and participants in Teaching on the Run courses for their input and the Medical Training Review Panel, Australian Department of Health and Ageing, for funding support.

Competing interests:

None identified.

1. Gawande A. Complications. A surgeon’s notes on an imperfect science. London: Profile Books, 2002: 11-34.
2. O’Connor HM. Teaching undergraduate medical students in procedural skills. Emerg Med 2002; 14: 131-135.
3. Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990; 65(9 Suppl): S63-S67.
4. Norcini JJ. ABC of learning and teaching in medicine. Work based assessment. BMJ 2003; 326: 753-755.
5. Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA 2002; 287: 226-235.
6. Lake FR, Hamdorf JM. Teaching on the run tips 5: teaching a skill. Med J Aust 2004; 181: 327-328.
7. Smee S. ABC of learning and teaching in medicine. Skill based assessment. BMJ 2003; 326: 703-706.
8. Talbot M. Monkey see, monkey do: a critique of the competency model in graduate medical education. Med Educ 2004; 38: 587-592.

Online responses are no longer available. Please refer to our instructions for authors page for more information.