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Sarah Taber
Researcher at Hospital for Special Surgery
Publications - 19
Citations - 1948
Sarah Taber is an academic researcher from Hospital for Special Surgery. The author has contributed to research in topics: Accreditation & Internal medicine. The author has an hindex of 7, co-authored 15 publications receiving 1505 citations. Previous affiliations of Sarah Taber include Royal College of Physicians and Surgeons of Canada.
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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Sturge-Weber syndrome: soft-tissue and skeletal overgrowth.
TL;DR: Facial hypertrophy is a major component of Sturge-Weber syndrome; patients with overgrowth should be counseled about the risk of overgrowth and about the types of possible operative correction.
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Immunopathogenesis of Pediatric Localized Scleroderma.
Kathryn S. Torok,Suzanne C. Li,Heidi M. Jacobe,Sarah Taber,Anne M. Stevens,Francesco Zulian,Theresa T. Lu,Theresa T. Lu +7 more
TL;DR: Interestingly, the immune phenotype in pediatric LS resembles to some extent the healthy adult cellular phenotype, possibly supporting accelerated maturation of the immune system in LS.
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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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The role of accreditation in 21st century health professions education: report of an International Consensus Group.
TL;DR: A global, contemporary definition of accreditation in the health professions, the relationship of educational accreditation to health care outcomes, and a framework of essential ingredients in present-day HPE accreditation are identified are proposed.