Glendon R Tait
Biographic Data
| ID | 8982134 |
|---|---|
| NAME | Glendon R Tait |
| GIVEN NAMES | Glendon R |
| FAMILY NAME | Tait |
| SIGNATURE | TAIT G R |
| AFFILIATIONS | University of Toronto |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Assessment for Learning
(1) Background: Programmatic assessment optimizes the coaching, learning, and decision-making functions of assessment. It utilizes multiple data points, fit for purpose, which on their own guide learning, but taken together form the basis of holistic decision making. While they are agreed on principles, implementation varies according to context. (2) Context: The University of Toronto MD program implemented programmatic assessment as part of a ma…
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles
INTRODUCTION: In the Ottawa 2018 Consensus framework for good assessment, a set of criteria was presented for systems of assessment. Currently, programmatic assessment is being established in an increasing number of programmes. In this Ottawa 2020 consensus statement for programmatic assessment insights from practice and research are used to define the principles of programmatic assessment. METHODS: = 20), an inventory was completed for the perce…
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice
INTRODUCTION: Programmatic assessment is a longitudinal, developmental approach that fosters and harnesses the learning function of assessment. Yet the implementation, a critical step to translate theory into practice, can be challenging. As part of the Ottawa 2020 consensus statement on programmatic assessment, we sought to provide descriptions of the implementation of the 12 principles of programmatic assessment and to gain insight into enabler…
University of Toronto Faculty of Medicine
Medical Education Program Highlights The University of Toronto Faculty of Medicine was founded as a school of medicine in 1843. It is uniquely positioned as the only medical school operating in a greater Toronto area with a diverse population of more than 6 million people. The MD program is delivered in partnership with 30+ affiliated clinical teaching sites, including 9 fully affiliated hospitals and research institutes and 4 associate affiliate…
‘Who is on your health‐care team?’ Asking individuals with heart failure about care team membership and roles
BACKGROUND: Complex, chronically ill patients require interprofessional teams to address their multiple health needs; heart failure (HF) is an iconic example of this growing problem. While patients are the common denominator in interprofessional care teams, patients have not explicitly informed our understanding of team composition and function. Their perspectives are crucial for improving quality, patient-centred care. OBJECTIVES: To explore how…
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‘Who is on your health‐care team?’ Asking individuals with heart failure about care team membership and roles
BACKGROUND: Complex, chronically ill patients require interprofessional teams to address their multiple health needs; heart failure (HF) is an iconic example of this growing problem. While patients are the common denominator in interprofessional care teams, patients have not explicitly informed our understanding of team composition and function. Their perspectives are crucial for improving quality, patient-centred care. OBJECTIVES: To explore how…
University of Toronto Faculty of Medicine
Medical Education Program Highlights The University of Toronto Faculty of Medicine was founded as a school of medicine in 1843. It is uniquely positioned as the only medical school operating in a greater Toronto area with a diverse population of more than 6 million people. The MD program is delivered in partnership with 30+ affiliated clinical teaching sites, including 9 fully affiliated hospitals and research institutes and 4 associate affiliate…
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles
INTRODUCTION: In the Ottawa 2018 Consensus framework for good assessment, a set of criteria was presented for systems of assessment. Currently, programmatic assessment is being established in an increasing number of programmes. In this Ottawa 2020 consensus statement for programmatic assessment insights from practice and research are used to define the principles of programmatic assessment. METHODS: = 20), an inventory was completed for the perce…
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice
INTRODUCTION: Programmatic assessment is a longitudinal, developmental approach that fosters and harnesses the learning function of assessment. Yet the implementation, a critical step to translate theory into practice, can be challenging. As part of the Ottawa 2020 consensus statement on programmatic assessment, we sought to provide descriptions of the implementation of the 12 principles of programmatic assessment and to gain insight into enabler…
Assessment for Learning
(1) Background: Programmatic assessment optimizes the coaching, learning, and decision-making functions of assessment. It utilizes multiple data points, fit for purpose, which on their own guide learning, but taken together form the basis of holistic decision making. While they are agreed on principles, implementation varies according to context. (2) Context: The University of Toronto MD program implemented programmatic assessment as part of a ma…
Medicine (5 works) · Medical education (4 works) · Political science (4 works) · Psychology (4 works) · Curriculum (3 works) · Innovations in Medical Education (3 works) · Pedagogy (3 works) · Computer Science (2 works) · Engineering (2 works) · Engineering ethics (2 works)