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The overall discourse reflects a positive reception with many posts emphasizing the model’s innovative nature and its potential to reshape medical competence assessment. The tone ranges from supportive to contemplative, exemplified by words like 'seismic contributions' and phrases such as 'set the foundation.' Some comments also question traditional methods, indicating critical engagement. The choice of language and the focus on theoretical shifts and practical implications demonstrate an interest in advancing medical education frameworks.
Most discussions support the multilayered model, highlighting its validity and importance in medical education, as seen in comments praising the framework as 'foundational' and 'exciting.'
The use of phrases like 'thought-provoking' and mentions of paradigm shifts indicate strong curiosity and engagement with the article's concepts.
Posts that reference specific elements such as the shift from 'knowledge–skills–attitude' to 'knowing, acting, and being' show a willingness to delve into theoretical details, though some comments are more general appreciation.
The repeated acknowledgment of the model’s significance and its potential to influence future work in medical training suggest users perceive a moderate to high impact, though mostly within academic or professional contexts.
Excited to see our paper on layers of competence appear, with Natasha Slattery, Dick Cruess, Stan Hamstra @stanhamstra, Yvonne Steinert, Robert Sternszus @RSternszus https://t.co/DAtYtqjj34
To see the paradigm shift in #MedEd from "knowledge–skills–attitude" to a trilogy of "knowing, acting, and being" as an outcome of education, read this paper by @olletencate et al. https://t.co/EM6n98mp4Y
#MedEd #CBME gem: Medical competence as a multilayered construct - Cate - Medical Education - Wiley Online Library https://t.co/BHJ19zvuG0
Thank you so much for your seismic contributions to #MedEd #HPE filed. The multi-layer construct for competence will set the foundation for our work for many years to come. https://t.co/slJeTcnNJX https://t.co/sL85iCaXpN
"No two individuals have a similar cognitive structure or knowledge base, simply because they do not have identical prior learning experiences." #MedEd Ref: 10.1111/medu.15162
"Grading students in clerkships with a purpose to rank students (ranking is inherent to traditional reliability theory) is increasingly considered flawed, and schools are gradually replacing it by pass/fail decisions." #MedEd Ref: 10.1111/medu.15162
Medical competence is viewed as a multilayered concept, involving core knowledge, context-specific skills, and personal traits. The video discusses assessment methods for each layer, emphasizing personalized and…
@olletencate @olletencate shares Kanes validity framework and recent publication on medical competence to support decision making https://t.co/5NKqR8SyfJ https://t.co/Q7Qd7DZWMf
@DrPsychMD It’s what Olle Ten Cate uses to describe integration of self in pursuit of a practice, art, mastery. 1st defined in CBME lit this past yr. How well does it translate to self actualization? (I don’t know how much Maslow was influenced by vygotsky?) https://t.co/qaiH4eRqDc
RT @olletencate: Excited to see our paper on layers of competence appear, with Natasha Slattery, Dick Cruess, Stan Hamstra @stanhamstra, Yv…
"Medical Competence as a Multilayered Construct," presented by Olle ten Cate, PhD, professor of medical education at University Medical Center Utrecht, Netherlands, on Friday, Nov. 3, at 7 a.m. If you are interested, contact Annie Seif at aseif1@geisinger.edu. https://t.co/TjueBgJCOK
RT @MedEdFlamingo: "Although the validity, in terms of authenticity, is clearly strong in the workplace [based-assessment], traditional rel…
"Although the validity, in terms of authenticity, is clearly strong in the workplace [based-assessment], traditional reliability standards can hardly be met." #MedEd Ref: 10.1111/medu.15162
Thank you so much for your seismic contributions to #MedEd #HPE filed. The multi-layer construct for competence will set the foundation for our work for many years to come. https://t.co/slJeTcnNJX https://t.co/sL85iCaXpN
RT @olletencate: Excited to see our paper on layers of competence appear, with Natasha Slattery, Dick Cruess, Stan Hamstra @stanhamstra, Yv…
@olletencate Medical competence as a multilayered construct https://t.co/bWEwsJqpjO #MedEd https://t.co/cKXgGHPMqj
RT @MedEdFlamingo: To see the paradigm shift in #MedEd from "knowledge–skills–attitude" to a trilogy of "knowing, acting, and being" as an…
RT @MedEdFlamingo: To see the paradigm shift in #MedEd from "knowledge–skills–attitude" to a trilogy of "knowing, acting, and being" as an…
RT @MedEdFlamingo: To see the paradigm shift in #MedEd from "knowledge–skills–attitude" to a trilogy of "knowing, acting, and being" as an…
"Diversity among learners and professionals should not just be regarded as differences to be mitigated, or a source of measurement error ... , but also as an inherent characteristic of a healthy, dynamic medical workforce." Ref: 10.1111/medu.15162
To see the paradigm shift in #MedEd from "knowledge–skills–attitude" to a trilogy of "knowing, acting, and being" as an outcome of education, read this paper by @olletencate et al. https://t.co/EM6n98mp4Y
Thought-provoking paper by @olletencate and colleagues
RT @MedEdFlamingo: "Grading students in clerkships with a purpose to rank students (ranking is inherent to traditional reliability theory)…
"Grading students in clerkships with a purpose to rank students (ranking is inherent to traditional reliability theory) is increasingly considered flawed, and schools are gradually replacing it by pass/fail decisions." #MedEd Ref: 10.1111/medu.15162
"Vygotsky's notion that ‘Every idea contains some remnant of the individual's affective relationship to that aspect of reality which it represents’ means that cognition alone would insufficiently explain behaviour." #MedEd Ref: 10.1111/medu.15162
"No two individuals have a similar cognitive structure or knowledge base, simply because they do not have identical prior learning experiences." #MedEd Ref: 10.1111/medu.15162
RT @olletencate: Excited to see our paper on layers of competence appear, with Natasha Slattery, Dick Cruess, Stan Hamstra @stanhamstra, Yv…
"Until roughly a century ago, a licence in medicine was sufficient for a lifetime of medical practice. However, in Western countries, the medical degree is now an intermediate station en route to specialist training." #MedEd Ref: 10.1111/medu.15162
#MedEd #CBME gem: Medical competence as a multilayered construct - Cate - Medical Education - Wiley Online Library https://t.co/BHJ19zvuG0
Competence as a multilayered construct: (1) a core layer of canonical competence (2) a layer of contextual competence (3) a layer of personalised competence Ref: 10.1111/medu.15162
RT @olletencate: Excited to see our paper on layers of competence appear, with Natasha Slattery, Dick Cruess, Stan Hamstra @stanhamstra, Yv…
RT @olletencate: Excited to see our paper on layers of competence appear, with Natasha Slattery, Dick Cruess, Stan Hamstra @stanhamstra, Yv…
RT @olletencate: Excited to see our paper on layers of competence appear, with Natasha Slattery, Dick Cruess, Stan Hamstra @stanhamstra, Yv…
RT @olletencate: Excited to see our paper on layers of competence appear, with Natasha Slattery, Dick Cruess, Stan Hamstra @stanhamstra, Yv…
RT @olletencate: Excited to see our paper on layers of competence appear, with Natasha Slattery, Dick Cruess, Stan Hamstra @stanhamstra, Yv…
Excited to see our paper on layers of competence appear, with Natasha Slattery, Dick Cruess, Stan Hamstra @stanhamstra, Yvonne Steinert, Robert Sternszus @RSternszus https://t.co/DAtYtqjj34
Doi 10.1111/medu.15162
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