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Medical Teacher Volume 24, 2002 - Issue 1
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Research Article

How residents perceive their teaching role in the clinical setting: a qualitative study

Jamiu O. Busari Academic Hospital Maastricht, Maastricht, The Netherlands
,
Katinka J.A.H. Prince Academic Hospital Maastricht, Maastricht, The Netherlands
,
Albert J.J.A. Scherpbier Academic Hospital Maastricht, Maastricht, The Netherlands
,
Cees P.M. van der Vleuten Academic Hospital Maastricht, Maastricht, The Netherlands
&
Gerard G.M. Essed Academic Hospital Maastricht, Maastricht, The Netherlands
Pages 57-61 | Published online: 03 Jul 2009

  • AFTER, A. METZGER, R. & GLASSROTH, J. (1988) Residents' percep-tion of their role as teachers, Journal of Medical Education, 63, pp. 185-188.
  • BARROW, M.V. (1966) Medical students' opinions of the house officer as a medical educator, Journal of Medical Education, 41, pp. 807-810.
  • BUSARI, J.O. SCHERPBIER, A.JJ.A. VAN DER VLEUTEN, C.P.M & ESSED, G.E. (2000) Residents' perception of their role in teaching undergraduate students in the clinical setting, Medical Teacher, 22(4), pp. 348-353.
  • DUNNINGTON, G.L. & DAROSA, D. (1998) A prospective randomised trial of a residents-as-teachers training program, Academic Medicine, 73, pp. 696-700.
  • GlBSON, D.R. & CAMPBELL R.M. (2000) Promoting effective teaching and learning: hospital consultants identify their needs, Medical Education, 34, pp. 126-130.
  • JEWETT, L.S., GREENBERG, L.W. & GOLDEERG, R.M. (1982) Teaching residents how to teach: a one year study, Journal of Medical Education, 57, pp. 361-366.
  • STEWARD, D.E. & FELTOVICH, P.J. (1988) Why residents should teach: the parallel processes teaching and learning, in: J.C. Edwards & R.L. Marier (Eds) Clinical Teaching for Medical Residents: Roles, Techniques and Programs, pp. 3-14 (New York, Springer-Verlag).
  • TONESK, X. (1979) The house officer as a teacher: what schools expect and measure, Journal of Medical Education, 54, pp. 613- 616.
  • WALL, D. & MCALEER, S. (2000) Teaching the consultant teachers: identifying the core content, Medical Education, 34, pp. 131-138.

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