Denyse Richardson

Biographic Data

ID6576556
NAMEDenyse Richardson
GIVEN NAMESDenyse
FAMILY NAMERichardson
SIGNATURERICHARDSON D
AFFILIATIONSUniversity of Toronto
ORCID0000-0001-6113-158X
VERIFIEDYes
TOTAL WORKS7
TOTAL CITATIONS3
AUTHOR COUNT7
EDITOR COUNT0
FIRST PUBLICATION YEAR2010
LATEST PUBLICATION YEAR2023
H-INDEX1

  • Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education

    Yusuf Yilmaz, Ming-Ka Chan et al.ARTICLEMedical Teacher2023

    PURPOSE: These authors sought to define the new roles and competencies required of administrative staff and faculty in the age of CBME. METHOD: A modified Delphi process was used to define the new CBME roles and competencies needed by faculty and administrative staff. We invited international experts in CBME (volunteers from the ICBME Collaborative email list), as well as faculty members and trainees identified via social media to help us determi…

  • Entrustment Decision Making

    Olle ten Cate, Carol Carraccio et al.ARTICLEAcademic Medicine2021

    The iconic Miller’s pyramid, proposed in 1989, characterizes 4 levels of assessment in medical education (“knows,” “knows how,” “shows how,” “does”). The frame work has created a worldwide awareness of the need to have different assessment approaches for different expected outcomes of education and training. At the time, Miller stressed the innovative use of simulation techniques, geared at the third level (“shows how”); however, the “does” level…

  • Key considerations in planning and designing programmatic assessment in competency-based medical education

    Shelley Ross, Karen E Hauer et al.ARTICLEMedical Teacher2021

    Programmatic assessment as a concept is still novel for many in clinical education, and there may be a disconnect between the academics who publish about programmatic assessment and the front-line clinical educators who must put theory into practice. In this paper, we clearly define programmatic assessment and present high-level guidelines about its implementation in competency-based medical education (CBME) programs. The guidelines are informed …

  • Clarifying essential terminology in entrustment

    Daniel J Schumacher, Olle ten Cate et al.ARTICLEMedical Teacher2021

    With the rapid uptake of entrustable professional activties and entrustment decision-making as an approach in undergraduate and graduate education in medicine and other health professions, there is a risk of confusion in the use of new terminologies. The authors seek to clarify the use of many words related to the concept of entrustment, based on existing literature, with the aim to establish logical consistency in their use. The list of proposed…

  • Growth mindset in competency-based medical education

    Denyse Richardson, Benjamin Kinnear et al.ARTICLEMedical Teacher2021

    The ongoing adoption of competency-based medical education (CBME) across health professions training draws focus to learner-centred educational design and the importance of fostering a growth mindset in learners, teachers, and educational programs. An emerging body of literature addresses the instructional practices and features of learning environments that foster the skills and strategies necessary for trainees to be partners in their own learn…

  • The experiences and needs of Chinese-Canadian stroke survivors and family caregivers as they re-integrate into the community

    Open AccessEmily H L Yeung, Amy Szeto et al.ARTICLEHealth & Social Care in the…2014Cited by: 3References: 2

    Stroke is a leading cause of adult disability and community re-integration is a priority for stroke rehabilitation. In North America, we have a growing population of individuals whose first language is not English. Little is known about the experiences of visible minorities living in North America as they re-integrate into the community post stroke or how these experiences change over time. Specifically, this research aimed to explore the experie…

  • Competency-based medical education

    Jason R Frank, Linda Snell et al.ARTICLEMedical Teacher2010

    Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership - the International CBME Collaborators - to examine conceptual issues and current debates in CBME. We engaged in a multi-stage group process and held a consensus conference with the aim of revi…