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Teaching and Learning in Medicine
An International Journal
Volume 16, 2004 - Issue 3
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Original Articles

Introducing First-Year Medical Students to Clinical Practice by Having Them "Shadow" Third-Year Clerks

Cynthia L. Alford
&
Donald M. Currie
Pages 260-263 | Published online: 15 Jun 2010

Citations (17)

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Read on this site (5)

Hope Conrad, Raychel Simpson, Thomas H Blackwell & William S Wright. (2022) Emergency Medical Technician Training in Medical School on Preparation for Required National Board Exams and Clerkship Rotations: Results from a Student Survey. Advances in Medical Education and Practice 13, pages 709-716.
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Larissa McLean Davies, Beth Dickson, Field Rickards, Stephen Dinham, James Conroy & Robert Davis. (2015) Teaching as a clinical profession: translational practices in initial teacher education – an international perspective. Journal of Education for Teaching 41:5, pages 514-528.
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Markus Krautter, Sven Andreesen, Nadja Köhl-Hackert, Katja Hoffmann, Wolfgang Herzog & Christoph Nikendei. (2014) Cross-year peer tutoring on internal medicine wards: results of a qualitative focus group analysis. Advances in Medical Education and Practice 5, pages 323-330.
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Simon R. Turner, Jonathan White & Cheryl Poth. (2012) Twelve tips for developing a near-peer shadowing program to prepare students for clinical training. Medical Teacher 34:10, pages 792-795.
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C. Nikendei, S. Andreesen, K. Hoffmann & J. Jünger. (2009) Cross-year peer tutoring on internal medicine wards: Effects on self-assessed clinical competencies–A group control design study. Medical Teacher 31:2, pages e32-e35.
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Articles from other publishers (12)

Mahboobeh Khabaz Mafinejad, Fatemeh Ebrahimpour, Azadeh Sayarifard, Fatemeh Shahbazi & Larry Gruppen. (2022) Reflection on near-peer shadowing program: impact on operating room student’s perception of their future profession. BMC Medical Education 22:1.
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H Carrie Chen, Olle ten Cate, Patricia O'Sullivan, Christy Boscardin, W Suzanne Eidson-Ton, Preetha Basaviah, Theresa Woehrle & Arianne Teherani. (2016) Students’ goal orientations, perceptions of early clinical experiences and learning outcomes. Medical Education 50:2, pages 203-213.
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H. Carrie Chen, Margaret McNamara, Arianne Teherani, Olle ten Cate & Patricia O’Sullivan. (2016) Developing Entrustable Professional Activities for Entry Into Clerkship. Academic Medicine 91:2, pages 247-255.
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Jori N. Hall & Melissa Freeman. (2014) Shadowing in Formative Evaluation. American Journal of Evaluation 35:4, pages 562-578.
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Simon R. Turner, Jonathan White, Cheryl Poth & W. Todd Rogers. (2014) Understanding Student Experiences in a Near-Peer Resident Shadowing Program. Journal of Biomedical Education 2014, pages 1-5.
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H Carrie Chen, Leslie Sheu, Patricia O'Sullivan, Olle ten Cate & Arianne Teherani. (2014) Legitimate workplace roles and activities for early learners. Medical Education 48:2, pages 136-145.
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Zenobia CY Chan. (2013) Exploring creativity and critical thinking in traditional and innovative problem-based learning groups. Journal of Clinical Nursing 22:15-16, pages 2298-2307.
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Simon R. Turner, Jonathan White, Cheryl Poth & W.Todd Rogers. (2012) Preparing Students for Clerkship. Academic Medicine 87:9, pages 1288-1291.
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Zenobia C.Y. Chan. (2012) Role-playing in the problem-based learning class. Nurse Education in Practice 12:1, pages 21-27.
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Markus Schrauth, Peter Weyrich, Bernd Kraus, Jana Jünger, Stephan Zipfel & Christoph Nikendei. (2009) Lernen am späteren Arbeitsplatz: Eine Analyse studentischer Erwartungen und Erfahrungen im „Praktischen Jahr“. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 103:3, pages 169-174.
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Christoph Nikendei, Sven Andreesen, Katja Hoffmann, Udo Obertacke, Markus Schrauth & Jana Jünger. (2008) PJ-Studenten als TutorInnen für Medizinstudierende beim Stationseinsatz in der Inneren Medizin: Eine quantitative Analyse. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 102:10, pages 654-661.
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Liselotte N. Dyrbye, Ilene Harris & Charles H. Rohren. (2007) Early Clinical Experiences from Studentsʼ Perspectives: A Qualitative Study of Narratives. Academic Medicine 82:10, pages 979-988.
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