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Journal Abstract Search

1033 related items for PubMed ID: 28632014

  • 1. Coaching the Coach: A Program for Development of Faculty Portfolio Coaches.
    Kopechek J, Bardales C, Lash AT, Walker C, Pfeil S, Ledford CH.
    Teach Learn Med; 2017; 29(3):326-336. PubMed ID: 28632014
    [Abstract] [Full Text] [Related]

  • 2. "It's All About the Trust And Building A Foundation:" Evaluation of a Longitudinal Medical Student Coaching Program.
    Hauer KE, Chang A, van Schaik SM, Lucey C, Cowell T, Teherani A.
    Teach Learn Med; 2023; 35(5):550-564. PubMed ID: 35996842
    [Abstract] [Full Text] [Related]

  • 3. A Novel Pediatric Residency Coaching Program: Outcomes After One Year.
    Rassbach CE, Blankenburg R.
    Acad Med; 2018 Mar; 93(3):430-434. PubMed ID: 28700460
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  • 4. The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11.
    Buckley S, Coleman J, Davison I, Khan KS, Zamora J, Malick S, Morley D, Pollard D, Ashcroft T, Popovic C, Sayers J.
    Med Teach; 2009 Apr; 31(4):282-98. PubMed ID: 19404891
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  • 5. East meets West: Shadow coaching to support online reflective practice.
    Byszewski A, Fraser A, Lochnan H.
    Perspect Med Educ; 2018 Dec; 7(6):412-416. PubMed ID: 30361984
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  • 6. Bridging the Gap from Student to Doctor: Developing Coaches for the Transition to Residency.
    Winkel AF, Gillespie C, Park A, Branzetti J, Cocks P, Greene RE, Zabar S, Triola M.
    Med Educ Online; 2023 Dec; 28(1):2145103. PubMed ID: 36351566
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  • 7. The Value of Indirect Teaching Strategies in Enhancing Student-Coaches' Learning Engagement.
    Mesquita I, Coutinho P, De Martin-Silva L, Parente B, Faria M, Afonso J.
    J Sports Sci Med; 2015 Sep; 14(3):657-68. PubMed ID: 26336354
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  • 8. The impact of an objective structured teaching evaluation on faculty teaching skills.
    Julian K, Appelle N, O'Sullivan P, Morrison EH, Wamsley M.
    Teach Learn Med; 2012 Sep; 24(1):3-7. PubMed ID: 22250929
    [Abstract] [Full Text] [Related]

  • 9. "A Friendly Place to Grow as an Educator": A Qualitative Study of Community and Relationships Among Medical Student Coaches.
    Sheu L, Hauer KE, Schreiner K, van Schaik SM, Chang A, O'Brien BC.
    Acad Med; 2020 Feb; 95(2):293-300. PubMed ID: 31348059
    [Abstract] [Full Text] [Related]

  • 10. "A lifelong journey:" a phenomenological exploration of faculty perceptions about coach training at an academic medical center.
    Mukherjee B, LaCross L, Khalsa G.
    BMC Med Educ; 2024 Oct 03; 24(1):1085. PubMed ID: 39363299
    [Abstract] [Full Text] [Related]

  • 11. A Developmental Approach to Internal Medicine Residency Education: Lessons Learned from the Design and Implementation of a Novel Longitudinal Coaching Program.
    Gonzalo JD, Wolpaw DR, Krok KL, Pfeiffer MP, McCall-Hosenfeld JS.
    Med Educ Online; 2019 Dec 03; 24(1):1591256. PubMed ID: 30924404
    [Abstract] [Full Text] [Related]

  • 12. Measuring Coaching in Undergraduate Medical Education: the Development and Psychometric Validation of New Instruments.
    Carney PA, Bonura EM, Kraakevik JA, Juve AM, Kahl LE, Deiorio NM.
    J Gen Intern Med; 2019 May 03; 34(5):677-683. PubMed ID: 30993627
    [Abstract] [Full Text] [Related]

  • 13. Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation.
    Garcia I, James RW, Bischof P, Baroffio A.
    Teach Learn Med; 2017 May 03; 29(3):313-325. PubMed ID: 28632009
    [Abstract] [Full Text] [Related]

  • 14. The effects of a coaching project in nursing on the coaches' training motivation, training outcomes, and job performance: an experimental study.
    Kushnir T, Ehrenfeld M, Shalish Y.
    Int J Nurs Stud; 2008 Jun 03; 45(6):837-45. PubMed ID: 17296202
    [Abstract] [Full Text] [Related]

  • 15. A Model Curriculum For New Faculty Coaches in Undergraduate Medical Education.
    Tippit TL, Chi I, Servey JT.
    J Med Educ Curric Dev; 2024 Jun 03; 11():23821205231217896. PubMed ID: 38204977
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  • 17. A novel resident-as-teacher curriculum: the role of experiential learning and coaching.
    Tan A, Babenko O, England A, Humphries P, Hillier T.
    MedEdPublish (2016); 2017 Jun 03; 6():168. PubMed ID: 38406487
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