Shelley Ross

TL;DR: This work created 12 tips for using Twitter as a learning tool and organized them into: the mechanics of using Twitter, suggestions and evidence for incorporating Twitter into many medical education contexts, and promoting research into the use of Twitter in medical education.

TL;DR: Four overarching challenges that must be confronted by medical educators worldwide in the implementation of CBME are described, including the need to align all regulatory stakeholders in order to facilitate the optimization of training programs and learning environments so that they support competency-based progression.

TL;DR: This work presents the resulting International CBME Collaborator’s glossary of CBME terms, with particular attention to the terms competency, entrustable professional activity (EPA), and milestone and their interrelationships.

TL;DR: Recent developments since the publication in 2010 of Holmboe and colleagues’ description of CBME assessment are explored, and seven themes regarding assessment that arose at the second invitational summit on CBME, held in 2013, are described.

TL;DR: The Programme for International Student Assessment (PISA) as discussed by the authors provides a window into the broadly defined concepts of literacy and generate information about levels and types of student achievement in relation to some of the correlates of learning, such as student background, attitudes, and perceptions, and perhaps school and home characteristics.