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G. Norman, C. Vleuten, E. Graaff (1991)
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Continuing medical educationBMJ, 311
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Full-Text. The effect of incapacitation often has the unintended effect of incarceration of inmates' families
D. Hunter (1996)
The NHS Handbook
Another critique of incapacitation is that small increases in prison sentences merely delay crimes rather than preventing them
of practical skills. In the absolute absence of convincing [or indeed any] evidence of the effectiveness of such approaches, I do not find this universality reassuring. I find it worrying and sinister. So, to begin with, I shall rehearse the discussion of what exactly we mean by competence. I shall then present all the arguments and reservations that are being expressed [by me and many others] about the use of competence frameworks as they relate to medicine and to clinical practice. Next, I shall try to understand why it is that these different views of how education should be managed get such a grip in a profession which, quite rightly, prides itself on its intellect, its judgment and its independence. And I shall end with a simple statement about where I think we should go from here. Defining terms But first we had better define our terms. What do we mean by competence and com- petency? Well, I looked through the journals and the literature for enlightenment on this subject. And I found a lot on competence. Too much, in fact, far too much. But few definitions and in the end, the definition of the term is not really
Advances in Health Sciences Education – Springer Journals
Published: Oct 3, 2004
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