Free Access
| Issue |
Pédagogie Médicale
Volume 16, Number 1, Février 2015
|
|
|---|---|---|
| Page(s) | 79 - 84 | |
| Section | Communication brève | |
| DOI | https://doi.org/10.1051/pmed/2015013 | |
| Published online | 13 août 2015 | |
- Ericsson KA. Deliberate Practice and the Acquisition and Maintenance of Expert Performance in Medicine and Related Domains. Acad Med 2004;79(10 suppl): S70-S81. [CrossRef] [PubMed] [Google Scholar]
- Ericsson KA, Charness N, Feltovich PJ, Hoffman RR (Eds.). The Cambridge Handbook of Expertise and Expert Performance. New York: Cambridge University Press, 2006. [Google Scholar]
- Eva KW, Regehr G, Gruppen L. Blinded by “insight”. Self-assessment and its role in performance improvement. In BD Hodges and L Lingard (Ed.) The question of competence. London: Cornell University Press, 2012. [Google Scholar]
- Sargeant J, Bruce, D, Campbell, CM. Practicing Physicians’ Needs for Assessment and Feedback as Part of Professional Development. J Cont Educ Health Prof 2013;33:S54-S62. [CrossRef] [Google Scholar]
- Archer, J. State of the Science in Health Professional Education: Effective Feedback. Med Educ 2010:44: 101-8. [CrossRef] [PubMed] [Google Scholar]
- Eva KW, Regehr G. Effective Feedback for Maintenance of Competence: From Data Delivery to Trusting Dialogues. CMAJ 2013;185:463-4. [CrossRef] [PubMed] [Google Scholar]
- Bing-You RG, Trowbridge RL. Why medical educators may be failing at feedback. JAMA 2009;302: 1330-1. [CrossRef] [PubMed] [Google Scholar]
- Giroux M, Girard G. Favoriser la position d’apprentissage grâce à l’interaction superviseur-supervisé. Pédagogie Médicale 2009;10:193-210. [CrossRef] [EDP Sciences] [Google Scholar]
- Eva KW, Armson H, Holmboe E, Lockyer J, Loney E, Sargeant J. Factors Influencing Responsiveness to Feedback: on the Interplay Between Fear, Confidence, and Reasoning Processes. Adv in Health Sci Educ 2012;17:15-26. [CrossRef] [Google Scholar]
- Bok GJ, Teunissen PW, Spruijt A, Fokkema JPI, Van Beukelen P, Jaarsma ADC, Van der Vleuten CPM: Clarifying Students’ Feedback-Seeking Behaviour in Clinical Clerkships. Med Educ 2013;47:282-91. [CrossRef] [PubMed] [Google Scholar]
- Kogan JR, Conforti LN, Bernagbeo EC, Durning SJ, Hauer KE, Holmboe ES. Faculty Staff Perceptions of Feedback to Residents after Direct Observation of Clinical Skills. Med Educ 2012;46:201-15. [CrossRef] [PubMed] [Google Scholar]
- Pelgrim E, Kramer AWM, Mokkink HGA, van der Vleuten, CPM. Factors Influencing Trainers’ Feedback-Giving Behavior: a Cross-Sectional Survey. BMC Medical Education 2014, 14: 65 [On-line] Disponible sur : http://www.biomedcentral.com/1472-6920/14/65 [Google Scholar]
- Sargeant J, Mann KV, Van der Vleuten CP, Metsemakers JF: Reflection: a Link Between Receiving and Using Assessment Feedback. Adv Health Sci Educ 2009;14:399-410. [CrossRef] [PubMed] [Google Scholar]
- Côté L, Bordage G, Content and Conceptual Frameworks of Preceptor Feedback Related to Residents’ Educational Needs. Acad Med 2012;87:1274-81. [CrossRef] [PubMed] [Google Scholar]
- Côté L, Gingras N. Réponses et cadres conceptuels des cliniciens enseignants lors de discussions de cas avec des internes en psychiatrie. Pédagogie Médicale 2013;14:169-86. [CrossRef] [EDP Sciences] [Google Scholar]
- Côté L, Gromaire P, Bordage G. Content and Rationale of Junior and Senior Preceptors Responding to Residents’ Educational Needs Revisited. Teach Learn Med, sous presse. [Google Scholar]
- Bordage G. Conceptual Frameworks to Illuminate and Magnify. Med Educ 2009;43:312-9. [CrossRef] [PubMed] [Google Scholar]
- Jouquan J, Parent F, Audétat MC. Des analogies entre le raisonnement médical et l'évaluation formative. Revue française de linguistique appliquée 2013; XVIII(1):93-106. [Google Scholar]
- Irby, D. How Attending Physicians Make Instructional Decisions When Conducting Teaching Round. Acad Med 1992;67:630-8. [CrossRef] [PubMed] [Google Scholar]
- Irby, D. What Clinical Teachers Need to Know. Acad Med 1994;69:333-42. [CrossRef] [PubMed] [Google Scholar]
- Telio S, Ajjawi R, Regehr G. The “Educational Alliance” as a Framework for Reconceptualizing Feedback in Medical Education. Acad Med 2015;90: 609-14. [CrossRef] [PubMed] [Google Scholar]
Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.
Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.
Initial download of the metrics may take a while.
