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Svetlana M. King, Shafeena Anas, Ricardo Carnicer Hijazo, Johanna Jordaan, Jean D. F. Potter & Naomi Low-Beer. (2024) Twelve tips for designing and implementing an academic coaching program. Medical Teacher 0:0, pages 1-7.
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Jean E. Klig, Bryan A. Stenson, Sean M. Kivlehan, Agnieszka Jackson, Jessica R. Berwick & Joshua M. Kosowsky. (2023) Twelve tips for practical clinical skills coaching. Medical Teacher 45:12, pages 1357-1363.
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Karen E. Hauer, Anna Chang, Sandrijn M. van Schaik, Catherine Lucey, Tami Cowell & Arianne Teherani. (2023) “It’s All About the Trust And Building A Foundation:” Evaluation of a Longitudinal Medical Student Coaching Program. Teaching and Learning in Medicine 35:5, pages 550-564.
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Leora Branfield Day, James Rassos, Maxime Billick & Shiphra Ginsburg. (2022) ‘Next steps are…’: An exploration of coaching and feedback language in EPA assessment comments. Medical Teacher 44:12, pages 1368-1375.
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Joëlle V. F. Coumans & Stuart Wark. (2024) Impact of Problem‐Based Learning Coaching and Neuroeducation in the Development of 21st Century Lifelong Learners. Mind, Brain, and Education 18:1, pages 35-42.
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María Encarnación Aguilar-Ferrándiz, Sonia Toledano-Moreno, Antonio Casas-Barragán, Manuel Albornoz-Cabello, Rosa María Tapia-Haro & María Correa-Rodríguez. (2024) Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study. BMC Medical Education 24:1.
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Thomas Lance Tippit, Irene Chi & Jessica T. Servey. (2024) A Model Curriculum For New Faculty Coaches in Undergraduate Medical Education. Journal of Medical Education and Curricular Development 11.
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Stefan Bauschard, Alan Coverstone & P. Anand Rao. (2023) Beyond Algorithmic Solutions: The Significance of Academic Debate for Learning Assessment and Skill Cultivation in the AI World. SSRN Electronic Journal.
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Taylor Boyd, Henrike Besche, Richard Goldhammer, Afaf Alblooshi & Bradley I. Coleman. (2022) First-year medical students’ perceptions of a self-regulated learning-informed intervention: an exploratory study. BMC Medical Education 22:1.
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Mary Ellen J. Goldhamer, Maria Martinez-Lage, W. Stephen Black-Schaffer, Jennifer T. Huang, John Patrick T. Co, Debra F. Weinstein & Martin V. Pusic. (2022) Reimagining the Clinical Competency Committee to Enhance Education and Prepare for Competency-Based Time-Variable Advancement. Journal of General Internal Medicine 37:9, pages 2280-2290.
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Brandon Kappy, Angela Statile, Daniel Schumacher, Elizabeth Lendrum & Lisa Herrmann. (2022) Coaching the Fundamentals: Exploring the Applicability and Usefulness of a Novel Skills-Based Feedback Modality. Academic Pediatrics 22:4, pages 689-697.
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Haske van Veenendaal, Loes J Peters, Dirk T Ubbink, Fabienne E Stubenrouch, Anne M Stiggelbout, Paul LP Brand, Gerard Vreugdenhil & Carina GJM Hilders. (2022) Effectiveness of Individual Feedback and Coaching on Shared Decision-making Consultations in Oncology Care: Protocol for a Randomized Clinical Trial. JMIR Research Protocols 11:4, pages e35543.
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Amanda Roberts, Mark Jellicoe & Kathryn Fox. (2021) How does a move towards a coaching approach impact the delivery of written feedback in undergraduate clinical education?. Advances in Health Sciences Education 27:1, pages 7-21.
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Eve Cosker, Valentin Favier, Patrice Gallet, Francis Raphael, Emmanuelle Moussier, Louise Tyvaert, Marc Braun & Eva Feigerlova. (2021) Tutor–Student Partnership in Practice OSCE to Enhance Medical Education. Medical Science Educator 31:6, pages 1803-1812.
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Joanna Veazey Brooks, Kathryn Istas & Bradley E. Barth. (2020) Becoming a coach: experiences of faculty educators learning to coach medical students. BMC Medical Education 20:1.
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