R
Ronald M. Harden
Researcher at University of Dundee
Publications - 161
Citations - 17165
Ronald M. Harden is an academic researcher from University of Dundee. The author has contributed to research in topics: Curriculum & Higher education. The author has an hindex of 54, co-authored 159 publications receiving 15562 citations. Previous affiliations of Ronald M. Harden include Leiden University Medical Center & Ninewells Hospital.
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Journal ArticleDOI
Competency-based medical education: theory to practice.
Jason R. Frank,Linda Snell,Olle ten Cate,Eric S. Holmboe,Carol Carraccio,Susan R. Swing,Peter Harris,Nicholas Glasgow,Craig Campbell,Deepak Dath,Ronald M. Harden,William Iobst,Donlin M. Long,Rani Mungroo,Denyse Richardson,Jonathan Sherbino,Ivan Silver,Sarah Taber,Martin Talbot,Kenneth A. Harris,Kenneth A. Harris +20 more
TL;DR: The evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design is described.
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Assessment of clinical competence using objective structured examination.
TL;DR: In the structured clinical examination the variables and complexity of the examination are more easily controlled, its aims can be more clearly defined, and more of the student's knowledge can be tested.
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Assessment of clinical competence using an objective structured clinical examination (OSCE)
Ronald M. Harden,F. A. Gleeson +1 more
Journal ArticleDOI
AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher
Ronald M. Harden,J. R. Crosby +1 more
TL;DR: The role model framework is of use in the assessment of the needs for staff to implement a curriculum, in the appointment and promotion of teachers and in the organization of a staff development programme.
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Educational strategies in curriculum development: the SPICES model
TL;DR: Six education strategies have been identified relating to the curriculum in a medical school and each issue can be represented as a spectrum or continuum: student‐centred/teacher‐Centred, problem‐based/information‐gathering, integrated/discipline‐based, community-based/hospital‐based and systematic/apprenticeship‐based.