Kristin Fraser
Biographic Data
| ID | 7721327 |
|---|---|
| NAME | Kristin Fraser |
| GIVEN NAMES | Kristin |
| FAMILY NAME | Fraser |
| SIGNATURE | FRASER K |
| AFFILIATIONS | University of Calgary |
| ORCID | 0000-0003-3293-1822 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 0 |
Summative Assessment of Interprofessional “Collaborative Practice” Skills in Graduating Medical Students
PURPOSE: To describe how the authors developed an objective structured clinical examination (OSCE) station to assess aspects of collaborative practice competency and how they then assessed validity using Kane's framework. METHOD: After piloting the collaborative practice OSCE station in 2015 and 2016, this was introduced at the Cumming School of Medicine in 2017. One hundred fifty-five students from the class of 2017 and 22 students from the clas…
Feasibility of scenario-based simulation training versus traditional workshops in continuing medical education
The use of simulation-based training was not associated with benefits in knowledge acquisition, knowledge retention, or comfort in patient assessment. It was associated with superior outcomes in comfort in patient management, but this benefit may be short-lived. Further studies are required to better define the conditions under which simulation-based training is beneficial
No prominent works on this page.
Feasibility of scenario-based simulation training versus traditional workshops in continuing medical education
The use of simulation-based training was not associated with benefits in knowledge acquisition, knowledge retention, or comfort in patient assessment. It was associated with superior outcomes in comfort in patient management, but this benefit may be short-lived. Further studies are required to better define the conditions under which simulation-based training is beneficial
Summative Assessment of Interprofessional “Collaborative Practice” Skills in Graduating Medical Students
PURPOSE: To describe how the authors developed an objective structured clinical examination (OSCE) station to assess aspects of collaborative practice competency and how they then assessed validity using Kane's framework. METHOD: After piloting the collaborative practice OSCE station in 2015 and 2016, this was introduced at the Cumming School of Medicine in 2017. One hundred fifty-five students from the class of 2017 and 22 students from the clas…
Innovations in Medical Education (2 works) · Medical education (2 works) · Medicine (2 works) · Psychology (2 works) · Simulation-Based Education in Healthcare (2 works) · Applied Psychology (1 work) · Clinical Psychology (1 work) · Clinical Reasoning and Diagnostic Skills (1 work) · Computer Science (1 work) · Concurrent validity (1 work)