366 related articles for article (PubMed ID: 27562894)
1. Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme.
Voyer S; Cuncic C; Butler DL; MacNeil K; Watling C; Hatala R
Med Educ; 2016 Sep; 50(9):943-54. PubMed ID: 27562894
[TBL] [Abstract][Full Text] [Related]
2. Faculty staff perceptions of feedback to residents after direct observation of clinical skills.
Kogan JR; Conforti LN; Bernabeo EC; Durning SJ; Hauer KE; Holmboe ES
Med Educ; 2012 Feb; 46(2):201-15. PubMed ID: 22239334
[TBL] [Abstract][Full Text] [Related]
3. How faculty members experience workplace-based assessment rater training: a qualitative study.
Kogan JR; Conforti LN; Bernabeo E; Iobst W; Holmboe E
Med Educ; 2015 Jul; 49(7):692-708. PubMed ID: 26077217
[TBL] [Abstract][Full Text] [Related]
4. Necessary but not sufficient: identifying conditions for effective feedback during internal medicine residents' clinical education.
MacNeil K; Cuncic C; Voyer S; Butler D; Hatala R
Adv Health Sci Educ Theory Pract; 2020 Aug; 25(3):641-654. PubMed ID: 31872326
[TBL] [Abstract][Full Text] [Related]
5. Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences.
Young JQ; Sugarman R; Schwartz J; O'Sullivan PS
Teach Learn Med; 2020; 32(5):541-551. PubMed ID: 32529844
[No Abstract] [Full Text] [Related]
6. A communication assessment and skill-building exercise (CASE) for first-year residents.
Roth CS; Watson KV; Harris IB
Acad Med; 2002 Jul; 77(7):746-7. PubMed ID: 12114167
[TBL] [Abstract][Full Text] [Related]
7. Perceptions of scheduled vs. unscheduled directly observed visits in an internal medicine residency outpatient clinic.
Rea J; Stephenson C; Leasure E; Vaa B; Halvorsen A; Huber J; Bonnes S; Hafdahl L; Post J; Wingo M
BMC Med Educ; 2020 Mar; 20(1):64. PubMed ID: 32131806
[TBL] [Abstract][Full Text] [Related]
8. Faculty feedback that begins with resident self-assessment: motivation is the key to success.
Moroz A; Horlick M; Mandalaywala N; Stern DT
Med Educ; 2018 Mar; 52(3):314-323. PubMed ID: 29205433
[TBL] [Abstract][Full Text] [Related]
9. Do Faculty Benefit From Participating in a Standardized Patient Assessment as Part of Rater Training? A Qualitative Study.
Conforti LN; Ross KM; Holmboe ES; Kogan JR
Acad Med; 2016 Feb; 91(2):262-71. PubMed ID: 26222323
[TBL] [Abstract][Full Text] [Related]
10. Explaining how faculty members act upon residents' feedback to improve their teaching performance.
van der Leeuw RM; Slootweg IA; Heineman MJ; Lombarts KM
Med Educ; 2013 Nov; 47(11):1089-98. PubMed ID: 24117555
[TBL] [Abstract][Full Text] [Related]
11. Effect of field notes on confidence and perceived competence: survey of faculty and residents.
Laughlin T; Brennan A; Brailovsky C
Can Fam Physician; 2012 Jun; 58(6):e352-6. PubMed ID: 22700743
[TBL] [Abstract][Full Text] [Related]
12. Opening the black box of clinical skills assessment via observation: a conceptual model.
Kogan JR; Conforti L; Bernabeo E; Iobst W; Holmboe E
Med Educ; 2011 Oct; 45(10):1048-60. PubMed ID: 21916943
[TBL] [Abstract][Full Text] [Related]
13. Reliability of the physical medicine and rehabilitation resident observation and competency assessment tool: a multi-institution study.
Musick DW; Bockenek WL; Massagli TL; Miknevich MA; Poduri KR; Sliwa JA; Steiner M
Am J Phys Med Rehabil; 2010 Mar; 89(3):235-44. PubMed ID: 20173427
[TBL] [Abstract][Full Text] [Related]
14. Understanding the challenges to facilitating active learning in the resident conferences: a qualitative study of internal medicine faculty and resident perspectives.
Sawatsky AP; Zickmund SL; Berlacher K; Lesky D; Granieri R
Med Educ Online; 2015; 20():27289. PubMed ID: 26160805
[TBL] [Abstract][Full Text] [Related]
15. About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices.
Ramani S; Könings KD; Mann KV; Pisarski EE; van der Vleuten CPM
Acad Med; 2018 Sep; 93(9):1348-1358. PubMed ID: 29517523
[TBL] [Abstract][Full Text] [Related]
16. Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.
Balwan S; Fornari A; DiMarzio P; Verbsky J; Pekmezaris R; Stein J; Chaudhry S
J Grad Med Educ; 2015 Dec; 7(4):643-8. PubMed ID: 26692979
[TBL] [Abstract][Full Text] [Related]
17. Evaluation of a novel assessment form for observing medical residents: a randomised, controlled trial.
Donato AA; Pangaro L; Smith C; Rencic J; Diaz Y; Mensinger J; Holmboe E
Med Educ; 2008 Dec; 42(12):1234-42. PubMed ID: 19120955
[TBL] [Abstract][Full Text] [Related]
18. Barriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups.
Reddy ST; Zegarek MH; Fromme HB; Ryan MS; Schumann SA; Harris IB
J Grad Med Educ; 2015 Jun; 7(2):214-9. PubMed ID: 26221437
[TBL] [Abstract][Full Text] [Related]
19. Seven Years of Teaching Communication With the Patient-Centered Observation Form.
Adam P; Murphy CF; Dierich M; Hager KD
Fam Med; 2018 Feb; 50(2):132-137. PubMed ID: 29432629
[TBL] [Abstract][Full Text] [Related]
20. Effectiveness of a training program in supervisors' ability to provide feedback on residents' communication skills.
Junod Perron N; Nendaz M; Louis-Simonet M; Sommer J; Gut A; Baroffio A; Dolmans D; van der Vleuten C
Adv Health Sci Educ Theory Pract; 2013 Dec; 18(5):901-15. PubMed ID: 23196820
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
