Cees P.M. van der Vleuten – författare

The Ottawa conferences, which are well known in the field of medical education, have proved interesting to both researchers and teachers. This volume gives an overview of the late-1990s advances in medical education in more than 20 countries. Themes such as continuing medical education, faculty development, information technology, standardized patients, and innovations in assessment are among those highlighted.

Optimize your assessment processes through Quality Assurance. This is a ground-breaking guide to ensuring quality assurance in the movement toward competency-based medical education

With the increasing globalization of medical education comes the need for mutual recognition of quality and standards. Understanding Assessment in Medical Education through Quality Assurance compiles and shares best practices from leading programs from around the globe. Authoritative approaches and processes that have been tested and refined show how to implement quality assurance of written, performance-and workplace-based assessments in medical education while maintaining regulatory standards.

As leading experts in the medical education world on this issue, the authors provide specific suggestions and showcase how their methods can be implemented with representative case studies. Medical educators and their students will benefit from this suite of evidence-based QA processes that they can immediately put into action for monitoring and ensuring continuous quality improvement.

Content highlights:

The value of quality assurance (QA) and the role of QA assessors in assuring the quality of assessmentInternational best practices in relation to quality assurance of programs of assessment, both within academic institutions and at national/international accreditation levelsQuality assurance of Performance-based, workplace-based, written and programmatic assessmentThe role of technology in the quality assurance of assessment processesApproaches for assuring equivalence of assessment across diverse settingsThe ways in which medical education has changed in response to the disruption caused by the COVID-19 pandemic

This is a review of current research findings and contemporary issues in health sciences education. The orientation is towards research evidence as a basis for informing policy and practice in education. Although most of the research findings have accrued from the study of medical education, the handbook should be useful to teachers and researchers in all health professions and others concerned with professional education. It comprises 33 chapters organized into six sections: research traditions, issues in learning, the educational continuum, instructional strategies, assessment, and implementing the curriculum.

GEOFF NORMAN McMaster University, Hamilton, Canada CEES VAN DER VLEUTEN University of Maastricht, Netherlands DA VID NEWBLE University of Sheffield, England The International Handbook of Research in Medical Education is a review of current research findings and contemporary issues in health sciences education. The orientation is toward research evidence as a basis for informing policy and practice in education. Although most of the research findings have accrued from the study of medical education, the handbook will be useful to teachers and researchers in all health professions and others concerned with professional education. The handbook comprises 33 chapters organized into six sections: Research Traditions, Learning, The Educational Continuum, Instructional Strategies, Assessment, and Implementing the Curriculum. The research orientation of the handbook will make the book an invaluable resource to researchers and scholars, and should help practitioners to identify research to place their educational decisions on a sound empirical footing. THE FIELD OF RESEARCH IN MEDICAL EDUCAnON The discipline of medical education began in North America more than thirty years ago with the founding of the first office in medical education at Buffalo, New York, by George Miller in the early 1960s. Soon after, large offices were established in medical schools in Chicago (University of Illinois), Los Angeles (University of Southern California) and Lansing (Michigan State University). All these first generation offices mounted master's level programs in medical education, and many of their graduates went on to found offices at other schools.