123 related articles for article (PubMed ID: 35481233)
1. Narrative Feedback to Family Medicine Faculty: A Content Analysis.
Myerholtz L; Baker HM; Hawes EM; Brown MM; Coe C; Rollins LK; Page CP
PRiMER; 2022; 6():10. PubMed ID: 35481233
[No Abstract] [Full Text] [Related]
2. Frequency and determinants of residents' narrative feedback on the teaching performance of faculty: narratives in numbers.
van der Leeuw RM; Overeem K; Arah OA; Heineman MJ; Lombarts KM
Acad Med; 2013 Sep; 88(9):1324-31. PubMed ID: 23886996
[TBL] [Abstract][Full Text] [Related]
3. Begin the BEGAN (The Brown Educational Guide to the Analysis of Narrative) - a framework for enhancing educational impact of faculty feedback to students' reflective writing.
Reis SP; Wald HS; Monroe AD; Borkan JM
Patient Educ Couns; 2010 Aug; 80(2):253-9. PubMed ID: 20056370
[TBL] [Abstract][Full Text] [Related]
4. Milestone Implementation's Impact on Narrative Comments and Perception of Feedback for Internal Medicine Residents: a Mixed Methods Study.
Raaum SE; Lappe K; Colbert-Getz JM; Milne CK
J Gen Intern Med; 2019 Jun; 34(6):929-935. PubMed ID: 30891692
[TBL] [Abstract][Full Text] [Related]
5. Utilizing the F3App to Capture Learner Feedback About Faculty Teaching.
Myerholtz L; Baker HM; Rollins L; Page C
Fam Med; 2020 Apr; 52(4):262-269. PubMed ID: 32267521
[TBL] [Abstract][Full Text] [Related]
6. A comparison of peer and faculty narrative feedback on medical student oral research presentations.
Taylor TAH; Swanberg SM
Int J Med Educ; 2020 Sep; 11():222-229. PubMed ID: 33006959
[TBL] [Abstract][Full Text] [Related]
7. Assessing a faculty development workshop in narrative medicine.
Liben S; Chin K; Boudreau JD; Boillat M; Steinert Y
Med Teach; 2012; 34(12):e813-9. PubMed ID: 22934589
[TBL] [Abstract][Full Text] [Related]
8. Faculty member review and feedback using a sign-out checklist: improving intern written sign-out.
Bump GM; Bost JE; Buranosky R; Elnicki M
Acad Med; 2012 Aug; 87(8):1125-31. PubMed ID: 22722359
[TBL] [Abstract][Full Text] [Related]
9. Workplace-based assessment of family medicine competencies using "field note tool" - A pilot study.
Mathew AE; Kumar Y; Angeline RP; Christopher P; Rehman SP; Venkatesan S
J Family Med Prim Care; 2018; 7(6):1458-1463. PubMed ID: 30613542
[TBL] [Abstract][Full Text] [Related]
10. Comparing the Quality of Narrative Comments by Rotation Setting.
Roshan A; Wagner N; Acai A; Emmerton-Coughlin H; Sonnadara RR; Scott TM; Karimuddin AA
J Surg Educ; 2021; 78(6):2070-2077. PubMed ID: 34301523
[TBL] [Abstract][Full Text] [Related]
11. Using medical students to enhance curricular integration of cross-cultural content.
Shields HM; Nambudiri VE; Leffler DA; Akileswaran C; Gurrola ER; Jimenez R; Saltzman A; Samuel PA; Wong K; White Iii AA; Hafler JP; Hayward JN; Pelletier SR; O'Farrell RP; Blanco PG; Kappler SM; Llerena-Quinn R
Kaohsiung J Med Sci; 2009 Sep; 25(9):493-502. PubMed ID: 19717368
[TBL] [Abstract][Full Text] [Related]
12. Medical students' and faculty experience in learning and teaching family medicine in Vellore.
Mf Rahman S; Mathew AE
Educ Prim Care; 2021 Jul; 32(4):230-236. PubMed ID: 33568014
[TBL] [Abstract][Full Text] [Related]
13. 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]
14. Improving communication skills: feedback from faculty and residents.
Sherbino J; Bandiera G
Acad Emerg Med; 2006 Apr; 13(4):467-70. PubMed ID: 16531593
[TBL] [Abstract][Full Text] [Related]
15. Are we closing the gap in faculty development needs for feedback training?
Mitchell JD; Holak EJ; Tran HN; Muret-Wagstaff S; Jones SB; Brzezinski M
J Clin Anesth; 2013 Nov; 25(7):560-4. PubMed ID: 24008192
[TBL] [Abstract][Full Text] [Related]
16. Content and conceptual frameworks of psychology and social work preceptor feedback related to the educational requests of family medicine residents.
Côté L; Rocque R; Audétat MC
Patient Educ Couns; 2017 Jun; 100(6):1194-1202. PubMed ID: 28129931
[TBL] [Abstract][Full Text] [Related]
17. Assessment of Gender-based Qualitative Differences within Trainee Evaluations of Faculty.
Heath JK; Clancy CB; Carillo-Perez A; Dine CJ
Ann Am Thorac Soc; 2020 May; 17(5):621-626. PubMed ID: 31821770
[No Abstract] [Full Text] [Related]
18. Optimizing the utility of communication OSCEs: omit station-specific checklists and provide students with narrative feedback.
Van Nuland M; Van den Noortgate W; van der Vleuten C; Jo G
Patient Educ Couns; 2012 Jul; 88(1):106-12. PubMed ID: 22322068
[TBL] [Abstract][Full Text] [Related]
19. Can You Hear Me Now? Helping Faculty Improve Feedback Exchange for Internal Medicine Subspecialty Fellows.
Ananthakrishnan S; Eyllon M; Noronha C
MedEdPORTAL; 2021 Feb; 17():11099. PubMed ID: 33644304
[TBL] [Abstract][Full Text] [Related]
20. Residency Faculty Teaching Evaluation: What Do Faculty, Residents, and Program Directors Want?
Myerholtz L; Reid A; Baker HM; Rollins L; Page CP
Fam Med; 2019 Jun; 51(6):509-515. PubMed ID: 31184765
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]