Physician-teacher characteristics associated with learner-centered teaching skills

References

• AAMC. Physicians for the Twenty-First Century: report of the project panel on the general professional education of the physician and college preparation for medicine. J Med Educ 1984; 59 (Part 2)
   Google Scholar
• Barker LR, Burton JR, Zieve PD, (Eds.). Principles of ambulatory medicine6th. Lippincott Williams & Wilkins, Philadelphia, PA 2003
   Google Scholar
• Beckman TJ, Cook DA, Mandrekar JN. What is the validity evidence for assessment of clinical teaching?. J Gen Intern Med 2005; 20: 1–6
   PubMedGoogle Scholar
• Berman J, Bergen MR, Skeff KM. Feasibility of incorporating alternative teaching methods into clinical clerkships. Teach Learn Med 1990; 2: 98–103
   Google Scholar
• Brookfield SD. Understanding and facilitating adult learning. Jossey-Bass, San Francisco 1991
   Google Scholar
• Burack JH, Irby DM, Carline JD, Root RK, Larson EB. Teaching compassion and respect: attending physicians’ responses to problematic behaviors. J Gen Intern Med 1999; 14: 49–54
   PubMed Web of Science ®Google Scholar
• Christakis NA. The similarity and frequency of proposals to reform US medical education: constant concerns. JAMA 1995; 274: 706–711
   PubMed Web of Science ®Google Scholar
• Clark JM, Houston TK, Kolodner K, Branch WT, Levine RB, Kern DE. Teaching the teachers: national survey of faculty development in departments of medicine of U.S. teaching hospitals. J Gen Intern Med 2004; 19(3)205–214
   PubMed Web of Science ®Google Scholar
• Cole KA, Barker LR, Kolodner K, Williamson PR, Wright SM, Kern DE. Faculty development in teaching skills: an intensive longitudinal model. Acad Med 2001; 79(5)469–480
   Google Scholar
• Cook DA, Beckman TJ. Current concepts in validity and reliability for psychometric instruments: theory and application. Am J Med 2006; 119: 166e7–166e16
   Google Scholar
• Curry RH, Hershman WY, Saizow RB. Learner-centered strategies in clerkship Education. Am J Med 1996; 100: 589–595
   PubMed Web of Science ®Google Scholar
• Dolmans DHc, Gijselaers WH, Moust JH, de Grave WS, Wolfhagen IH, van der Vleuten CP. Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research. Med. Teac. 2002; 24(2)173–180
   PubMed Web of Science ®Google Scholar
• Downing SM. Validity: on the meaningful interpretation of assessment data. Med Educ 2003; 37: 830–837
   PubMed Web of Science ®Google Scholar
• Eitel F, Steiner S. Evidence-based learning. Med. Teac. 1999; 21(5)506–512
   Google Scholar
• Feins A, Waterman MA, Peters AS, Kim M. The teaching matrix: a tool for organizing teaching and promoting professional growth. Acad Med 1996; 71(11)1200–12003
   PubMedGoogle Scholar
• Gordon GH, Levinson W. Attitudes toward learner-centered learning at a faculty development course. Teach Learn Med 1990; 2: 106–109
   Google Scholar
• Gunderman RB, Williamson KB, Frank M, Heitkamp DE, Kipfer HD. Learner-centered education. Radiology 2003; 227: 15–17
   PubMed Web of Science ®Google Scholar
• Hosmer DW, Lemeshow W. Applied logistic regression. Wiley, New York 1989
   Google Scholar
• Irby DM. What clinical teachers in medicine need to know. Acad Med 1994; 69: 333–342
   PubMed Web of Science ®Google Scholar
• Irby DM, Gillmore GM, Ramsey PG. Factors affecting ratings of clinical teachers by medical students and residents. J Med Educ 1987; 62(1)1–7
   PubMedGoogle Scholar
• Kern DE, Wright SM, Carrese JA, Lipkin Jr M, Simmons JM, Novack DH, Kalet A, Frankel R. Personal growth in medical faculty: a qualitative study. Western J Med 2001; 175(2)98
   PubMedGoogle Scholar
• Knight AM, Cole KA, Kern DE, Barker LR, Kolodner K, Wright SM. Long-term follow up of a longitudinal faculty development program in teaching skills. J Genl Intern Med 2005; 20(8)721–725
   PubMed Web of Science ®Google Scholar
• Knowles MS. Modern Practice of Adult Education: From Pedagogy to Androgogy. Cambridge Adult Education, Prentice Hall Regents, Englewood Cliffs, NH 1980
   Google Scholar
• Levine RB, Haidet P, Kern DE, Beasley BW, Bensinger L, Brady DW, Gress TW, Hughes J, Marwaha A, Nelson J, Wright SM. Personal growth during internship: A qualitative analysis of interns’ responses to key questions. J Genl Intern Med 2006; 21: 564–569
   PubMed Web of Science ®Google Scholar
• Levy D. Regular feedback holds the key to improving house staff performance. Careers Intern Med 1985; 1: 38–40
   Google Scholar
• Ludmerer KM. Learner-centered medical education. New Eng J Med 2004; 351(12)1163–1164
   PubMed Web of Science ®Google Scholar
• Ludmerer KM. Learning to Heal: The Development of American Medical Education. Basic Books, New York 1985
   Google Scholar
• Ludmerer KM. Time to Heal: American Medical Education From the Turn of the Century to the Era of Managed Care. Oxford University Press, OxfordEngland 1999
   Google Scholar
• Mclean M. Clinical role models are important in the early years of a problem-based learning curriculum. Med Teach 2006; 28(1)64–69, Online at http://dx.doi.org/10.1080/01421590500441711 (Accessed 19 Feb 2008)
   PubMed Web of Science ®Google Scholar
• Orlander JD, Bor DH, Strunin L. A structured clinical feedback exercise as learning-to-teach practicum for medical residents. Acad Med 1994; 69: 18–20
   PubMedGoogle Scholar
• Osler W. The hospital as a college. Aequanimitas with other addresses to medical students, nurses, and practitioners of medicine. Blakiston, Philadelphia 1932a
   Google Scholar
• Osler W. Teacher and student. Aequanitmitas with other addresses to medical students, nurses, and practitioners of medicine3rd. Blakiston, Philadelphia 1932b
   Google Scholar
• Pfeiffer RJ. Early adult development in the medical Student. Mayo Clinic Proceedings 1983; 58: 127–134
   PubMed Web of Science ®Google Scholar
• Pinsky LE, Irby DM. “If at first you don’t succeed”: using failure to improve teaching. Acad Med 1997; 72(11)973–976
   PubMed Web of Science ®Google Scholar
• Pinsky LE, Monson D, Irby DM. How excellent teachers are made: reflecting on success to improve teaching. Advan Health Sci Educ 1998; 3: 207–215
   PubMed Web of Science ®Google Scholar
• Robins LS, Gruppen LD, Alexander GL, Fantone JC, Davis WK. A predictive model of student satisfaction with the medical school learning environment. Acad Med 1997; 72: 134–139
   PubMed Web of Science ®Google Scholar
• Skeff KM, Stratos GA, Mygdal WK, DeWitt TG, Manfred LM, Quirk ME, Roberts KB, Greenberg LW. Clinical teaching improvement: past and future for faculty development. Fam Med 1997; 29(4)252–257
   PubMedGoogle Scholar
• Spickard A, III, Corbett EC, Scholrling, JB. Improving resident's teaching skills and attitudes toward teaching. J Gen Intern Med 1996; 11(8)475–480
   PubMedGoogle Scholar
• Thayer L. 50 Strategies for Experiential Learning: Book One. University Associates Inc., San Diego, CA 1976
   Google Scholar
• Tolsgaard MG, Gustafsson A, Rasmussen MB, Hoiby P, Muller CG, Ringsted C. Student teachers can be as good as associate professors in teaching clinical skills. Med Teach 2007; 29(6)553–557
   PubMed Web of Science ®Google Scholar
• Torre DM, Sebastian JL, Simpson DE. Learning activities and high-quality teaching: perceptions of third-year Medicine clerkship students. Acad Med 2003; 78(8)812–814
   PubMedGoogle Scholar
• Wilkerson L, Irby DM. Strategies for improving teaching practices: a comprehensive approach to faculty development. Acad Med 1998; 73(4)387–396
   PubMed Web of Science ®Google Scholar
• Wolpaw TM, Wolpaw DR, Papp KK. SNAPPS: a learner-centered model for outpatient education. Acad Med 2003; 78(9)893–898
   PubMed Web of Science ®Google Scholar
• Wright SM, Levine RB, Beasley B, Haidet P, Gress TW, Caccamese S, Brady D, Marwaha A, Kern DE. Personal growth and its correlates during residency training. Med Educ 2006; 40: 737–745
   PubMed Web of Science ®Google Scholar