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Sandars, J.; Hart, C.F. (2015)
Publisher: Taylor & Francis
Languages: English
Types: Article
Subjects:
The capability approach, with its origins in economic and human development work, has a focus on the freedom of persons to make choices about how they wish to lead a valued life. There has been increasing recognition within general education that the capability approach offers a theoretical and practical framework to both implement and evaluate educational interventions that are designed to increase social justice, such as widening participation. There is great potential for the capability approach to also offer medical education a creative way for changing and evaluating curricula, with an emphasis on the teacher facilitating students to achieve their potential by recognising their aspirations and challenging the constraining factors to achieve their aspirations.
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    • Fetterman, D. M. (1994). Empowerment evaluation. Evaluation practice, 15(1), 1-15.
    • Frank, J. R., Snell, L. S., Cate, O. T., Holmboe, E. S., Carraccio, C., Swing, S. R., ... & Harris, K. A. (2010). Competency-based medical education: theory to practice. Medical Teacher, 32(8), 638-645.
    • Frei, E., Stamm, M., & Buddeberg-Fischer, B. (2010). Mentoring programs for medical students-a review of the PubMed literature 2000-2008. BMC medical education, 10(1), 32.
    • Woolf, K., Potts, H. W., & McManus, I. C. (2011). Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis.
    • BMJ,342:d901
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