Rodrigo B Cavalcanti
Biographic Data
| ID | 9555278 |
|---|---|
| NAME | Rodrigo B Cavalcanti |
| GIVEN NAMES | Rodrigo B |
| FAMILY NAME | Cavalcanti |
| SIGNATURE | CAVALCANTI R B |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0001-8980-159X |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Becoming a deliberately developmental organization
Medical education is situated within health care and educational organizations that frequently lag in their use of data to learn, develop, and improve performance. How might we leverage competency-based medical education (CBME) assessment data at the individual, program, and system levels, with the goal of redefining CBME from an initiative that supports the development of physicians to one that also fosters the development of the faculty, admini…
Curricular needs for training telemedicine physicians
PURPOSE: The use of telemedicine, a part of 'Virtual Care', is rapidly entering mainstream clinical practice. The ideal curriculum for educating physicians to practice in this emerging field has not been established. We examined the literature to evaluate published curricula for quality and comprehensiveness through the lens of Competency-Based Medical Education (CBME). METHODS: We performed a scoping review using CanMEDS as a framework. Peer-rev…
No prominent works on this page.
Curricular needs for training telemedicine physicians
PURPOSE: The use of telemedicine, a part of 'Virtual Care', is rapidly entering mainstream clinical practice. The ideal curriculum for educating physicians to practice in this emerging field has not been established. We examined the literature to evaluate published curricula for quality and comprehensiveness through the lens of Competency-Based Medical Education (CBME). METHODS: We performed a scoping review using CanMEDS as a framework. Peer-rev…
Becoming a deliberately developmental organization
Medical education is situated within health care and educational organizations that frequently lag in their use of data to learn, develop, and improve performance. How might we leverage competency-based medical education (CBME) assessment data at the individual, program, and system levels, with the goal of redefining CBME from an initiative that supports the development of physicians to one that also fosters the development of the faculty, admini…
Health care (2 works) · Medical education (2 works) · Medicine (2 works) · Psychology (2 works) · Business (1 work) · Clinical Reasoning and Diagnostic Skills (1 work) · Cognitive reframing (1 work) · Computer Science (1 work) · Curriculum (1 work) · Innovations in Medical Education (1 work)