EDP Sciences logo
Authentification abonné
Rechercher
Menu
Accueil Tous les numéros Volume 15 / Numéro 2 (mai 2014) Pédagogie Médicale, 15 2 (2014) 69-72 Références
Accès gratuit
Editorial
Numéro
Pédagogie Médicale
Volume 15, Numéro 2, mai 2014
Page(s) 69 - 72
Section Éditorial
DOI https://doi.org/10.1051/pmed/2014017
Publié en ligne 22 septembre 2014
  1. Collard A, Melot F, Bourguignon J-P. Intérêt d’un exercice centré sur la capacité d’auto-validation des connaissances au cours d’un dispositif d’apprentissage par problèmes. Pédagogie Médicale 2014;15: 73-89. [CrossRef] [EDP Sciences] [Google Scholar]
  2. Grevellec C, Marchand C. Étude des autoévaluations des étudiants en soins infirmiers au décours d’expériences cliniques. Pédagogie Médicale 2014; 15:99-111. [CrossRef] [EDP Sciences] [Google Scholar]
  3. Cruess SR, Johnston S, Cruess RL. “Profession”: A Working Definition for Medical Educators. Teach Learn Med 2004;16:74-6. [Google Scholar]
  4. Kruger J, Dunning D. Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. J Pers Soc Psychol 1999;77:1121-34. [CrossRef] [PubMed] [Google Scholar]
  5. Gordon MJ. A review of the validity and accuracy of self-assessments in health professions training. Acad Med 1991;66:762-9. [CrossRef] [PubMed] [Google Scholar]
  6. Davis DA, Mazmanian PE, Fordis M, et al. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA 2006;296:1094-102. [CrossRef] [PubMed] [Google Scholar]
  7. Eva KW, Regehr G. “I’ll never play professional football” and other fallacies of self-assessment. J Contin Educ Health Prof 2008;28:14-9. [CrossRef] [PubMed] [Google Scholar]
  8. Bandura A. Self-Efficacy: The Exercise of Control. New York: Freeman, 1997. [Google Scholar]
  9. Lockyer J, Armson H, Chesluk B et al. Feedback data sources that inform physician self-assessment. Med Teach 2011;33(2):e113-e20. [CrossRef] [PubMed] [Google Scholar]
  10. Lockyer J. Multisource feedback in the assessment of physician competencies. J Contin Educ Health Prof 2003;23:4-12. [CrossRef] [PubMed] [Google Scholar]
  11. Hoftvedt BO, Mjell J. Referrals: Peer review as continuing medical education. Teach Learn Med 1993;5:234-7. [CrossRef] [Google Scholar]
  12. Hornos EH, Pleguezuelos EM, Brailovsky CA, et al. The practicum script concordance test: an online continuing professional development format to foster reflection on clinical practice. J Contin Educ Health Prof 2013;33:59-66. [CrossRef] [PubMed] [Google Scholar]
  13. Cook DA, Erwin PJ, Triola MM. Computerized virtual patients in health professions education: a systematic review and meta-analysis. Acad Med 2010;85:1589-602. [CrossRef] [PubMed] [Google Scholar]
  14. Sargeant J, Mann K, Van der Vleuten C, Metsemakers J. Reflection: a link between receiving and using assessment feedback. Adv Health Sci Educ Theory Pract 2009;14:399-410. [CrossRef] [PubMed] [Google Scholar]
  15. Eva KW, Regehr G. Self-assessment in the health professions: a reformulation and research agenda. Acad Med 2005;80(10Suppl):S46-S54. [CrossRef] [PubMed] [Google Scholar]
  16. Moulton CA, Regehr G, Mylopoulos M, MacRae HM. Slowing down when you should: a new model of expert judgment. Acad Med 2007;82(10Suppl):S109-S16. [CrossRef] [PubMed] [Google Scholar]
  17. Eva KW, Regehr G. Knowing when to look it up: a new conception of self-assessment ability. Acad Med 2007;82(10 Suppl):S81-S4. [CrossRef] [PubMed] [Google Scholar]
  18. McConnell MM, Regehr G, Wood TJ, Eva KW. Self-monitoring and its relationship to medical knowledge. Adv Health Sci Educ Theory Pract 2012;17(3):311-23 [CrossRef] [PubMed] [Google Scholar]
  19. Dory V, Degryse J, Roex A, Vanpee D. Usable knowledge, hazardous ignorance - beyond the percentage correct score. Med Teach 2010;32:375-80. [CrossRef] [PubMed] [Google Scholar]
  20. Kennedy TJT, Regehr G, Baker GR, Lingard LA. “It’s a cultural expectation…” The pressure on medical trainees to work independently in clinical practice. Med Educ 2009;43:645-53. [CrossRef] [PubMed] [Google Scholar]
  21. Leung A, Luu S, Regehr G, et al. “First, do no harm”: balancing competing priorities in surgical practice. Acad Med 2012;87:1368-74. [CrossRef] [PubMed] [Google Scholar]
  22. Brydges R, Butler D. A reflective analysis of medical education research on self-regulation in learning and practice. Med Educ 2012;46:71-9. [CrossRef] [PubMed] [Google Scholar]
  23. Cosnefroy L. L’Apprentissage autorégulé: entre cognition et motivation. Bressoux P, editor. Grenoble: Presses universitaires de Grenoble, 2011. [Google Scholar]
  24. Cilliers F, Schuwirth L, Herman N, Adendorff H, Van der Vleuten C A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ Theory Pract 2012;17:39-53. [CrossRef] [PubMed] [Google Scholar]
  25. Roex A, Degryse J. Introducing the concept of epistemological beliefs into medical education: the hot-air-balloon metaphor. Acad Med 2007;82: 616-20. [CrossRef] [PubMed] [Google Scholar]
  26. Knight LV, Mattick K. “When I first came here, I thought medicine was black and white”: Making sense of medical students’ ways of knowing. Soc Sci Med 2006;63:1084-96. [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.