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Teaching and Learning in Medicine
An International Journal
Volume 31, 2019 - Issue 4
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Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education

Laura FarrellDepartment of Medicine, University of British Columbia, Victoria, British Columbia, Canada; Correspondence[email protected]
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,
Gisele Bourgeois-LawDepartment of Obstetrics and Gynecology, University of British Columbia, Vancouver, British Columbia, Canada; View further author information
,
Sarah BuydensDepartment of Family Practice, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada; View further author information
&
Glenn RegehrDepartment of Family Practice, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada; ;Department of Surgery, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, CanadaView further author information
Pages 370-377 | Published online: 15 Mar 2019

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Aliya Kassam, Leslie Nickell, Helen Pethrick, Margo Mountjoy, Maureen Topps & Diane L. Lorenzetti. (2021) Facilitating Learner-Centered Transition to Residency: A Scoping Review of Programs Aimed at Intrinsic Competencies. Teaching and Learning in Medicine 33:1, pages 10-20.
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Michelle E. Kiger, Caylin Riley, Adrienne Stolfi, Stephanie Morrison, Ann Burke & Tai Lockspeiser. (2020) Use of Individualized Learning Plans to Facilitate Feedback Among Medical Students. Teaching and Learning in Medicine 32:4, pages 399-409.
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Sanne Peters, Geraldine Clarebout, Bert Aertgeerts, Nele Michels, Peter Pype, Lorette Stammen & Ann Roex. (2020) Provoking a Conversation Around Students’ and Supervisors’ Expectations Regarding Workplace Learning. Teaching and Learning in Medicine 32:3, pages 282-293.
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Jennifer Routh, Sharmini Julita Paramasivam, Peter Cockcroft, Sarah Wood, John Remnant, Cornélie Westermann, Alison Reid, Patricia Pawson, Sheena Warman, Vishna Devi Nadarajah & Kamalan Jeevaratnam. (2023) Clinical supervisors' and students' perspectives on preparedness for veterinary workplace clinical training: An international study. Veterinary Record 193:10.
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Laura Farrell, Cary Cuncic, Wendy Hartford, Rose Hatala & Rola Ajjawi. (2022) Goal co‐construction and dialogue in an internal medicine longitudinal coaching programme. Medical Education 57:3, pages 265-271.
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Anna T. Cianciolo & Glenn Regehr. (2022) The Case for Feedback-in-Practice as a Topic of Educational Scholarship. Academic Medicine 98:3, pages 317-321.
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Po-Hsun Cheng, Li-Wei Chen & Chia-Hsuan Lin. (2023) A Customizable No-Code Realistic Motion Editor for VRM-Based Avatars. Sustainability 15:2, pages 1182.
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Andrew S. Parsons, Rachel H. Kon, Margaret Plews-Ogan & Maryellen E. Gusic. (2020) You can have both: Coaching to promote clinical competency and professional identity formation. Perspectives on Medical Education 10:1, pages 57-63.
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Renée A Hendriks, Peter G M de Jong, Wilfried F Admiraal & Marlies E J Reinders. (2020) Uncovering motivation and self-regulated learning skills in integrated medical MOOC learning: a mixed methods research protocol. BMJ Open 10:10, pages e038235.
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Mark Jellicoe & Alex Forsythe. (2019) The Development and Validation of the Feedback in Learning Scale (FLS). Frontiers in Education 4.
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