อภิธานศัพท์ด้านแพทยศาสตรศึกษา

Specification of the competencies related to knowledge, skills, professional attitudes and ethical values which students should possess at graduation, regardless of where they are trained. In medical education, this is represented as a three-tiered structure with international, national, and local layers, which reflects the competencies specific to given settings and cultures where the physician will practice in addition to universal competencies required by physicians throughout the world.

Ratings by faculty supervisors to assess trainees' medical knowledge, interpersonal and communication skills and patient care clinical skills which are completed retrospectively and are based on general impressions collected over a period of time. They are derived from multiple sources of information such as direct observations or interactions, input from other faculty, residents or patients; review of work products or written materials. They differ from other rating forms in that a rater judges general categories of ability and skills rather than specific skills, tasks or behaviors. The rating forms contain scales used by the evaluator to judge knowledge, skills, and behaviors listed on the form. Scoring these forms entails combining numeric ratings with comments to obtain a useful judgment about performance based upon more than one rater. Reproducibility appears easier to achieve for ratings of knowledge and more difficult to achieve for patient care and interpersonal and communication skills. To improve reproducibility, the rater should be well trained; otherwise the scores can be highly subjective and competencies may be rated similarly regardless of performance.

A general aim, object or end-effect which one strives to achieve.

In the United States, this term typically refers to residency training and fellowships; the education physicians receive after finishing medical school. In many other countries it is called specialty training or postgraduate education.

The phase of acquiring widening clinical experience through the practice of basic clinical skills and judgment. This is normally used to designate the period of hospital clerkship. The periods of undergraduate education and graduate training together comprise the doctor's basic medical education.

A set of steps to be taken in performing a task or implementing a policy, program or activities and the manner of doing so. Guidelines are more specific and more detailed than guiding principles, on which they are based.