EDP Sciences logo
Authentification abonné
Rechercher
Menu
Accueil Tous les numéros Volume 14 / Numéro 2 (mai 2013) Pédagogie Médicale, 14 2 (2013) 83-97 Références
Accès gratuit
Numéro
Pédagogie Médicale
Volume 14, Numéro 2, mai 2013
Page(s) 83 - 97
Section Recherche et perspectives
DOI https://doi.org/10.1051/pmed/2013040
Publié en ligne 14 mai 2013
  1. Frank JR. Le Cadre de compétences CanMEDS 2005 pour les médecins. L’excellence des normes, des médecins et des soins. 2005 [On-line]. Disponible sur: http://crmcc.medical.org/canmeds/CanMEDS2005/CanMEDS2005_f.pdf [Google Scholar]
  2. Swing SR. The ACGME outcome project: retrospective and prospective. Med Teach 2007;29:648-54. [CrossRef] [PubMed] [Google Scholar]
  3. The Foundation Programme. The UK Foundation Programme 2012 Curriculum. 2012 [On-line] Disponible sur http://www.foundationprogramme.nhs.uk/pages/foundation-doctors. [Google Scholar]
  4. Janet Y, David J. Predicting the “strugglers”: a case-control study of students at Nottingham University Medical School. BMJ 2006;332:1009. [CrossRef] [PubMed] [Google Scholar]
  5. Yao DC, Wright SM. National survey of internal medicine residency program directors regarding problem residents. JAMA 2000;284:1099-104. [CrossRef] [PubMed] [Google Scholar]
  6. Dupras DM, Edson RS, Halvorsen AJ, Hopkins Jr RH, McDonald FS. “Problem Residents”: Prevalence, Problems and Remediation in the Era of Core Competencies. Am J Med 2012;125:421-5. [CrossRef] [PubMed] [Google Scholar]
  7. Sanche G, Béland N, Audetat MC. La création et l'implantation réussie d'un outil de remédiation en résidence de médecine familiale. Can Fam Phys 2011;57:e468-e472. [Google Scholar]
  8. Hauer KE, Ciccone A, Henzel TR et al. Remediation of the deficiencies of physicians across the continuum from medical school to practice: a thematic review of the literature. Acad Med 2009;84:1822-32. [CrossRef] [PubMed] [Google Scholar]
  9. Smith CS, Stevens NG, Servis M. A general framework for approaching residents in difficulty. Fam Med 2007;39:331-6. [PubMed] [Google Scholar]
  10. Hauer KE, Teherani A, Irby DM, Kerr KM, O'Sullivan PS. Approaches to medical student remediation after a comprehensive clinical skills examination. Med Educ 2008;42:104-12. [CrossRef] [PubMed] [Google Scholar]
  11. Hauer KE, Holmboe ES, Kogan JR. Twelve tips for implementing tools for direct observation of medical trainees' clinical skills during patient encounters. Med Teach 2011;33:27-33. [CrossRef] [PubMed] [Google Scholar]
  12. Katz ED, Dahms R, Sadosty AT, Stahmer SA, Goyal D, on behalf of the CORD-EM Remediation Task Force. Guiding Principles for Resident Remediation: Recommendations of the CORD Remediation Task Force. Acad Emerg Med 2010;17:S95-S103. [CrossRef] [PubMed] [Google Scholar]
  13. Chamberland M, Hivon R. Les compétences de l'enseignant clinicien et le modèle de rôle en formation clinique. Pédagogie Médicale 2005;6:98-111. [CrossRef] [EDP Sciences] [Google Scholar]
  14. Dudek NL, Marks MB, Regehr G. Failure to fail: the perspectives of clinical supervisors. Acad Med 2005;80(10 Suppl):S84-S87. [CrossRef] [PubMed] [Google Scholar]
  15. Steinert Y, Levitt C. Working with the “problem” resident: guidelines for definition and intervention. Fam Med 1993;25:627-32. [PubMed] [Google Scholar]
  16. Audétat MC, Faguy A, Jacques A, Blais JG, Charlin B. Etude exploratoire des perceptions et pratiques de médecins cliniciens enseignants engagés dans une démarche de diagnostic et de remédiation des lacunes du raisonnement clinique. Pédagogie Médicale 2011;12:7-16. [CrossRef] [EDP Sciences] [Google Scholar]
  17. Audétat MC, Dory V, Nendaz M et al. What is so difficult about managing clinical reasoning difficulties? Med Educ 2012;46:216-27. [CrossRef] [PubMed] [Google Scholar]
  18. Fishbein M. The role of theory in HIV prevention. AIDS Care 2000;12:273-78. [CrossRef] [PubMed] [Google Scholar]
  19. Fishbein M, Ajzen I. Predicting and Changing Behavior. New York: Psychology Press; 2009. [Google Scholar]
  20. Cleland JA, Knight LV, Rees CE, Tracey S, Bond CM. Is it me or is it them? Factors that influence the passing of underperforming students. Med Educ 2008;42:800-9. [Google Scholar]
  21. Park S, Griffin A, Gill D. Working with words: exploring textual analysis in medical education research. Med Educ 2012;46:372-80. [CrossRef] [PubMed] [Google Scholar]
  22. Schmitt R. Systematic Metaphor Analysis as a Method of Qualitative Research. Qualitative Report 2005;10:358-94. [Google Scholar]
  23. Watzlawick P. Le langage du changement. Paris: Le Seuil, 1980. [Google Scholar]
  24. Rees CE, Knight LV, Cleland JA. Medical educators' metaphoric talk about their assessment relationships with students: “you don't want to sort of be the one who sticks the knife in them”. Assessment & Evaluation in Higher Education 2009;34:455-67. [CrossRef] [Google Scholar]
  25. Croskerry P. The importance of cognitive errors in diagnosis and strategies to minimize them. Acad Med 2003;78:775-80. [CrossRef] [PubMed] [Google Scholar]
  26. Vanpee D, Godin V, Pestiaux D, Gillet JB. Stages dans un service d'urgence : réflexions sur leur apport spécifique dans la formation médicale de base. Pédagogie Médicale 2003;4:89-92. [CrossRef] [EDP Sciences] [Google Scholar]
  27. Audétat M-C, Laurin S. Clinicien et superviseur…même combat! Le Médecin du Québec 2010;45:53-57. [Google Scholar]
  28. Nendaz M. Favoriser l'autonomie d'apprentissage. Pédagogie Médicale 2004;5:72-74. [CrossRef] [EDP Sciences] [Google Scholar]
  29. Berci ME. The Autobiographical Metaphor: An Invaluable Approach to Teacher Development. The Journal of Educational Thought 2007;41:63-89. [Google Scholar]
  30. Goldstein LS. Becoming a Teacher as a Hero's Journey: Using Metaphor in Preservice Teacher Education. Teacher Education Quarterly 2005;32:7-24. [Google Scholar]
  31. Yung BHW. Examiner, Policeman or Students' Companion: teachers' perceptions of their role in an assessment reform. Educational Review 2001;53:251. [CrossRef] [Google Scholar]
  32. Hesketh EA, Bagnall G, Buckley EG et al. A framework for developing excellence as a clinical educator. Med Educ 2001;35:555-64. [CrossRef] [PubMed] [Google Scholar]
  33. Academy of Medical Educators. A Framework for the Professional Development of Postgraduate Medical Supervisors. London : Academy of Medical Educators. 2010 [On-line] Disponible sur http://www.medicaleducators.org/index.cfm/linkservid/C575BBE4-F39B-4267-31A42C8B64F0D3DE/showMeta/0/. [Google Scholar]
  34. McLean M, Cilliers F, Van Wyk JM. Faculty development: Yesterday, today and tomorrow. Med Teach 2008;30:555-84. [CrossRef] [PubMed] [Google Scholar]
  35. Devlin M. Challenging accepted wisdom about the place of conceptions of teaching in university teaching improvement. International Journal of Teaching and Learning in Higher Education 2006;18:112-9. [Google Scholar]
  36. Ho A, Watkins D, Kelly M. The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme. Higher Education 2001;42:143-69. [CrossRef] [Google Scholar]
  37. Weurlander M, Stenfors-Hayes T. Developing medical teachers' thinking and practice: impact of a staff development course. Higher Education Research & Development 2008;27:143-53. [CrossRef] [Google Scholar]
  38. Higgs J, McAllister L. Educating clinical educators: using a model of the experience of being a clinical educator. Med Teach 2007;29(2-3):e51-e57. [Google Scholar]
  39. Brown S. The Institute for Learning and Teaching and UK approaches to accrediting teaching: looking to the future. Med Teach 2000;22:513-516. [CrossRef] [PubMed] [Google Scholar]

Les statistiques affichées correspondent au cumul d'une part des vues des résumés de l'article et d'autre part des vues et téléchargements de l'article plein-texte (PDF, Full-HTML, ePub... selon les formats disponibles) sur la platefome Vision4Press.

Les statistiques sont disponibles avec un délai de 48 à 96 heures et sont mises à jour quotidiennement en semaine.

Le chargement des statistiques peut être long.