CanMEDS and other “competency and outcome-based approaches” in medical education: clarifying the ongoing ambiguity

被引：0
|
作者：
Florence Parent
Jean Jouquan
Jean-Marie De Ketele
机构：
[1] Université Libre de Bruxelles,Centres de recherche «Approches sociales de la santé» et «Politiques et systèmes de santé, Santé internationale» École de Santé Publique
[2] Université Européenne de Bretagne et Centre hospitalier régional et universitaire de Brest,Equipe d’accueil EA 4686 «Ethique, professionnalisme et santé», Faculté de médecine et des sciences de la santé, Université de Brest
[3] Université catholique de Louvain,Chaire UNESCO en sciences de l’éducation
[4] Université Cheikh Anta Diop de Dakar,Département de médecine interne et pneumologie
[5] Centre hospitalier régional et universitaire,undefined
来源：
Advances in Health Sciences Education | 2013年 / 18卷
关键词：
Emotional Intelligence; Professional Role; Curricular Engineering; Competency Framework; Behaviourist Perspective;
D O I：
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中图分类号：
学科分类号：
摘要：
引用
收藏
页码：115 / 122
页数：7
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