PubMed · 14473945
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C A MILLER, G W WISE. 1962. The basic medical sciences.. https://pubmed.ncbi.nlm.nih.gov/14473945/
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Learners, teachers, and programs need to be evaluated. This article reviews the purpose and the current methods for evaluating all 3. Clinical impressions of the learner are yielding increasingly to direct observation and skill assessment. The Reporter, Interpreter, Manager, and Educator (RIME) method offers a unique way of assessing and providing formative feedback to the learner. Learning portfolios help document achievements and provide a collection for self-assessment and growth. Teachers benefit from feedback especially if followed up with consultation. Programs need both quantitative and qualitative data to document performance. National data gathered locally from exit surveys now exist that facilitate comparison of programs (eg, clerkships) within and across institutions. The emphasis on institutional accountability makes it critical to directly evaluate learners and their educational programs.
The lessons learned from development of EM around the world span several key areas including general development, systems comparisons, models of EM practice, and education and training. Neither definitive nor exhaustive, these lessons learned are intended to be viewed as sign posts along the road traveled at this point in international EM development. It is hoped that future participants in international EM development can assimilate these lessons learned, adopt the most relevant ones, and add their own insight and wisdom to this growing list. Most importantly, it is hoped that by whichever path future development takes, we all reach the same destination of providing the best possible emergency medical care for the people of the world.