M
Martin Talbot
Researcher at Institute of Education
Publications - 6
Citations - 2268
Martin Talbot is an academic researcher from Institute of Education. The author has contributed to research in topics: Competence (human resources) & Curriculum. The author has an hindex of 5, co-authored 6 publications receiving 1866 citations. Previous affiliations of Martin Talbot include University of Sheffield.
Papers
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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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Monkey see, monkey do: a critique of the competency model in graduate medical education
TL;DR: This paper argues that graduate medical education in the UK is in danger of being subsumed in a minimalist discourse of competency.
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Competency-based medical education: implications for undergraduate programs
TL;DR: A number of issues raised by CBME in the context of undergraduate programs are reviewed and examples of best practices that might help to address these issues are provided.
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Identifying the policy implications of competency-based education.
TL;DR: This paper examines the concepts of CBME through a broad educational policy lens, identifying considerations for medical education leaders, health care institutions, and policy-makers at both the meso (program, institutional) and macro (health care system, inter-jurisdictional, and international) levels.
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Good wine may need to mature: a critique of accelerated higher specialist training. Evidence from cognitive neuroscience
TL;DR: Higher specialist training in the UK is to be further shortened in the absence of any valid educational evidence for the wisdom of this move, according to practitioners/teachers.