EDP Sciences logo
Subscriber Authentication Point
Rechercher
Menu
Accueil Tous les numéros Volume 20 / Numéro 1 (2019) Pédagogie Médicale, 20 1 (2019) 13-22 References
Free Access
Issue
Pédagogie Médicale
Volume 20, Number 1, 2019
Page(s) 13 - 22
Section Recherche et Perspectives
DOI https://doi.org/10.1051/pmed/2020001
Published online 10 mars 2020
  1. République Française. Arrêté du 13 novembre 2015 fixant la liste des diplômes d’études spécialisées de médecine. 2015 [On-line] Disponible sur : https://urlz.fr/7qwA. [Google Scholar]
  2. Passi V, Johnson N. The impact of positive doctor role modeling. Med Teach 2016;38:1139‐45. [Google Scholar]
  3. Irby DM. Excellence in clinical teaching: knowledge transformation and development required. Med Educ 2014;48:776‐84. [CrossRef] [PubMed] [Google Scholar]
  4. Hoffman KG, Donaldson JF. Contextual tensions of the clinical environment and their influence on teaching and learning. Med Educ 2004;38:448‐54. [CrossRef] [PubMed] [Google Scholar]
  5. Harden RMJC. AMEE Guide No. 20: the good teacher is more than a lecturer − the twelve roles of the teacher. Med Teach 2000;22:334‐47. [Google Scholar]
  6. 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]
  7. Kilminster S, Cottrell D, Grant J, Jolly B. AMEE Guide No. 27: effective educational and clinical supervision. Med Teach 2007;29:2‐19. [Google Scholar]
  8. Burdick WP, Schoffstall J. Observation of emergency medicine residents at the bedside: how often does it happen? Acad Emerg Med 1995;2:909‐13. [CrossRef] [PubMed] [Google Scholar]
  9. Wright SM, Kern DE, Kolodner K, Howard DM, Brancati FL. Attributes of excellent attending-physician role models. N Engl J Med 1998;339:1986‐93. [Google Scholar]
  10. Schaufeli WB, Bakker AB. Job demands, job resources, and their relationship with burnout and engagement: a multi-sample study. J Organ Behav 2004;25:293‐315. [Google Scholar]
  11. Demerouti E, Bakker AB, Nachreiner F, Schaufeli WB. The job demands-resources model of burnout. J Appl Psychol 2001;86:499‐512. [CrossRef] [PubMed] [Google Scholar]
  12. Demerouti E, Bakker AB. Towards a model of work engagement. Career Dev Int 2008;13:209‐23. [CrossRef] [Google Scholar]
  13. Bakker AB, Hakanen JJ, Demerouti E, Xanthopoulou D. Job resources boost work engagement, particularly when job demands are high. J Educ Psychol 2007;99:274‐84. [Google Scholar]
  14. Heath C, Luff P, Sanchez Svensson M. Video and qualitative research: analysing medical practice and interaction. Med Educ 2007;41:109‐16. [CrossRef] [PubMed] [Google Scholar]
  15. Lave J. Cognition in practice: mind, mathematics and culture in everyday life. Cambridge, New York: Cambridge University Press, 1988. [CrossRef] [Google Scholar]
  16. Rix G, Biache M-J. Enregistrement en perspective subjective située et entretien en re-situ subjectif : une méthodologie de la constitution de l’expérience. Intellectica 2004;38:363‐96. [Google Scholar]
  17. Rix G, Biache M-J. Étude de l’espace dans l’interaction entre une stagiaire d’éducation physique et sportive et ses élèves. Rev Sci Educ 2002;28:693‐710. [Google Scholar]
  18. Omodei MM, McLennan J. Studying complex decision making in natural settings: using a head-mounted video camera to study competitive orienteering. Percept Mot Skills 1994;79:1411‐25. [CrossRef] [PubMed] [Google Scholar]
  19. Pelaccia T, Tardif J, Triby E, Charlin B. A novel approach to study medical decision making in the clinical setting: the ‘own-point-of-view’ perspective. Acad Emerg Med 2017;24:785‐95. [CrossRef] [PubMed] [Google Scholar]
  20. Theureau J. Cours d’action : analyse sémiologique. Essai d’une anthropologie cognitive située. Berne: Peter Lang, 1992. [Google Scholar]
  21. Tardif J. Pour un enseignement stratégique. L’apport de la psychologie cognitive. Montréal: Les Éditions Logiques, 1992. [Google Scholar]
  22. Audétat M-C., Faguy A, Jacques A, Blais J-G., Charlin B. Étude 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]
  23. Audétat M-C., Laurin S, Sanche G. Aborder le raisonnement clinique du point de vue pédagogique − I. Un cadre conceptuel pour identifier les problèmes de raisonnement clinique. Pédagogie Médicale 2011;12:223‐9. [CrossRef] [EDP Sciences] [Google Scholar]
  24. Cruess SR, Cruess RL, Steinert Y. Role modelling − making the most of a powerful teaching strategy. BMJ 2008;336:718‐21. [Google Scholar]
  25. Schaufeli WB, Bakker AB. Job demands, job resources, and their relationship with burnout and engagement: a multi-sample study. J Organ Behav 25:293–315. [Google Scholar]
  26. Llorens S, Bakker AB, Schaufeli W, Salanova M. Testing the robustness of the job demands-resources model. Int J Stress Manag 2006;13:378‐91. [Google Scholar]
  27. Crawford ER, Lepine JA, Rich BL. Linking job demands and resources to employee engagement and burnout: a theoretical extension and meta-analytic test. J Appl Psychol 2010;95:834‐48. [CrossRef] [PubMed] [Google Scholar]
  28. Wolpaw TM, Wolpaw DR, Papp KK. SNAPPS: a learner-centered model for outpatient education. Acad Med J Assoc Am Med Coll 2003;78:893‐8. [CrossRef] [Google Scholar]
  29. Côté L. Réflexion sur une expérience de supervision clinique sous l’angle de l’alliance pédagogique. Pédagogie Médicale 2015;16:79‐84. [CrossRef] [EDP Sciences] [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.