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Megan J. Bray, Elizabeth B. Bradley, James R. Martindale & Maryellen E. Gusic. (2021) Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned. Teaching and Learning in Medicine 33:4, pages 434-444.
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Lee Seligman, Abdikarin Abdullahi, Arianne Teherani & Karen E. Hauer. (2021) From Grading to Assessment for Learning: A Qualitative Study of Student Perceptions Surrounding Elimination of Core Clerkship Grades and Enhanced Formative Feedback. Teaching and Learning in Medicine 33:3, pages 314-325.
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Larrie Greenberg. (2020) Can the Recruitment of Senior Transitioning Clinician Educators Enhance the Number and Quality of Resident Observations? Thinking Outside the Box. Teaching and Learning in Medicine 32:5, pages 569-574.
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Sara Mortaz Hejri, Mohammad Jalili, Rasoul Masoomi, Mandana Shirazi, Saharnaz Nedjat & John Norcini. (2020) The utility of mini-Clinical Evaluation Exercise in undergraduate and postgraduate medical education: A BEME review: BEME Guide No. 59 . Medical Teacher 42:2, pages 125-142.
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Andrea C. Lörwald, Felicitas-Maria Lahner, Bettina Mooser, Martin Perrig, Matthias K. Widmer, Robert Greif & Sören Huwendiek. (2019) Influences on the implementation of Mini-CEX and DOPS for postgraduate medical trainees’ learning: A grounded theory study. Medical Teacher 41:4, pages 448-456.
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Anne O’Connor, Peter Cantillon, Oliver McGarr & Arlene McCurtin. (2018) Navigating the system: Physiotherapy student perceptions of performance-based assessment. Medical Teacher 40:9, pages 928-933.
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Jeanett Strandbygaard, Fedde Scheele & Jette Led Sørensen. (2017) Twelve tips for assessing surgical performance and use of technical assessment scales. Medical Teacher 39:1, pages 32-37.
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Subha Ramani. (2015) Memorable outpatient teaching: The sum of many teachable moments. Medical Teacher 37:10, pages 971-973.
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JedD. Gonzalo, BrianS. Heist, BriarL. Duffy, Liselotte Dyrbye, MarkJ. Fagan, GaryS. Ferenchick, Heather Harrell, PaulA. Hemmer, WalterN. Kernan, JenniferR. Kogan, Colleen Rafferty, Raymond Wong & D.
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Stephen G. Henry, Eric S. Holmboe & Richard M. Frankel. (2013) Evidence-based competencies for improving communication skills in graduate medical education: A review with suggestions for implementation. Medical Teacher 35:5, pages 395-403.
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Dilek Guldal, Adam Windak, Roar Maagaard, Justin Allen & Niels K. Kjaer. (2012) Educational expectations of GP trainers. A EURACT needs analysis. European Journal of General Practice 18:4, pages 233-237.
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Subha Ramani & Sharon K. Krackov. (2012) Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher 34:10, pages 787-791.
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Articles from other publishers (56)
Javiera Fuentes-Cimma, Eduardo Fuentes-López, Lorena Isbej Espósito, Carlos De la Fuente, Arnoldo Riquelme Pérez, Hans Clausdorff, Gustavo Torres-Riveros & Ignacio Villagrán-Gutiérrez. (2023) Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students. Frontiers in Education 8.
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Patricia Adam, Larry B. Mauksch, Dana L. Brandenburg, Christine Danner & Valerie R. Ross. (2023) Optimal training in communication model (OPTiCOM): A programmatic roadmap. Patient Education and Counseling 107, pages 107573.
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Viviane Khalil & Antoinette Bates. (2021) Assessing the impact of a mixed intervention model on the reduction of medication administration errors in an Australian hospital. Irish Journal of Medical Science (1971 -) 191:6, pages 2433-2438.
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Lauren B. PhinneyAngelina FluetBridget C. O’BrienLee SeligmanKaren E. Hauer. (2022) Beyond Checking Boxes: Exploring Tensions With Use of a Workplace-Based Assessment Tool for Formative Assessment in Clerkships. Academic Medicine 97:10, pages 1511-1520.
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Martine B. Powell, Sonja P. Brubacher & Gunn Astrid Baugerud. (2022) An overview of mock interviews as a training tool for interviewers of children. Child Abuse & Neglect 129, pages 105685.
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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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Rajaa JabbouriImane MotaibFatim zahra AlaouiAsma ChadliSouad Chaouir. (2022) EVALUATION DES STAGES HOSPITALIERS A L’HOPITAL CHEIKH KHALIFA : POINT DE VUE DE L’ENSEIGNANT ET DE L’ENSEIGNE. INDIAN JOURNAL OF APPLIED RESEARCH, pages 1-5.
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Navin L. Kumar & Justin L. Sewell. (2021) Endoscopy Teaching Competencies for Junior Faculty: Outstanding Endoscopy Teaching Is Within Your SCOPE. American Journal of Gastroenterology 116:12, pages 2318-2320.
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Per P. Bredmose, Jostein Hagemo, Doris Østergaard & Stephen Sollid. (2021) Combining in-situ simulation and live HEMS mission facilitator observation: a flexible learning concept. BMC Medical Education 21:1.
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Jane Ege Møller, Louise Binow Kjaer, Emma Helledie, Lone Folmer Nielsen & Bente Vigh Malling. (2021) Transfer of communication teaching skills from university to the clinical workplace – does it happen? A mixed methods study. BMC Medical Education 21:1.
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Michael S. RyanAlicia RichardsRobert PereraYoon Soo ParkJ.K. StringerElizabeth WaterhouseBrieanne DubinskyRebecca KhamishonSally A. Santen. (2021) Generalizability of the Ottawa Surgical Competency Operating Room Evaluation (O-SCORE) Scale to Assess Medical Student Performance on Core EPAs in the Workplace: Findings From One Institution. Academic Medicine 96:8, pages 1197-1204.
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Adam M. Garber, Moshe Feldman, Michael Ryan, Sally A. Santen, Alan Dow & Stephanie R. Goldberg. (2021) Core EPAs in the Acting Internship: Early Outcomes from an Interdepartmental Experience. Medical Science Educator 31:2, pages 527-533.
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PoojaR Mathur. (2021) Introduction of direct observation of procedural skills as workplace-based assessment tool in department of anesthesiology: Evaluation of students’ and teachers’ perceptions. Bali Journal of Anesthesiology 5:4, pages 239.
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Susan Shenoi, Kristen Hayward, Megan L. Curran, Elizabeth Kessler, Jay J. Mehta, Meredith P. Riebschleger & Helen E. Foster. (2020) Telemedicine in pediatric rheumatology: this is the time for the community to embrace a new way of clinical practice. Pediatric Rheumatology 18:1.
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Joanna Rea, Christopher Stephenson, Emily Leasure, Brianna Vaa, Andrew Halvorsen, Jill Huber, Sara Bonnes, Luke Hafdahl, Jason Post & Majken Wingo. (2020) Perceptions of scheduled vs. unscheduled directly observed visits in an internal medicine residency outpatient clinic. BMC Medical Education 20:1.
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Laury P. J. W. M. de Jonge, Ilse Mesters, Marjan J. B. Govaerts, Angelique A. Timmerman, Jean W. M. Muris, Anneke W. M. Kramer & Cees P. M. van der Vleuten. (2020) Supervisors’ intention to observe clinical task performance: an exploratory study using the theory of planned behaviour during postgraduate medical training. BMC Medical Education 20:1.
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Mohan Kumar Pasupuleti, Gautami Subhadra Penmetsa, Meghana Gangolu, Santosh Venkata Ramesh Konathala & Sruthima Naga Venkata Satya. (2020) Role of Communication, Professionalism, and Clinical Care Skills of Postgraduate Students on Patients Recall Visits in Dental School—An Observational Study. Journal of Patient Experience 7:6, pages 1563-1567.
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Melanie Lawrie, Sonja P. Brubacher, Martine B. Powell & David Boud. (2020) Forensic interviewers’ perceptions of the utility of mock interviews with trained actors as a training tool for child interviewing. Child Abuse & Neglect 106, pages 104553.
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Warren J. CheungAndrea M. PateyJason R. FrankMeredith MackaySylvain Boet. (2019) Barriers and Enablers to Direct Observation of Trainees’ Clinical Performance: A Qualitative Study Using the Theoretical Domains Framework. Academic Medicine 94:1, pages 101-114.
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David M. Mills, Michele K. Friesinger, Sherron M. Jackson & Patricia G. McBurney. (2018) Medical Student H&Ps: Do You Have to Observe Them All At Once?. Southern Medical Journal 111:12, pages 727-732.
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Chris B T Rietmeijer, Daniëlle Huisman, Annette H Blankenstein, Henk de Vries, Fedde Scheele, Anneke W M Kramer & Pim W Teunissen. (2018) Patterns of direct observation and their impact during residency: general practice supervisors’ views. Medical Education 52:9, pages 981-991.
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Ryan Graddy, Stasia S. Reynolds & Scott M. Wright. (2018) Coaching Residents in the Ambulatory Setting: Faculty Direct Observation and Resident Reflection. Journal of Graduate Medical Education 10:4, pages 449-454.
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Andrea C. Lörwald, Felicitas-Maria Lahner, Zineb M. Nouns, Christoph Berendonk, John Norcini, Robert Greif & Sören Huwendiek. (2018) The educational impact of Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) and its association with implementation: A systematic review and meta-analysis. PLOS ONE 13:6, pages e0198009.
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Toshiko UchidaFrancis I. AchikeAngela D. BloodMary BoyleJeanne M. FarnanDeepthiman GowdaJoanne HojsakRobin K. OvitshYoon Soo ParkRonald Silvestri. (2018) Resources Used to Teach the Physical Exam to Preclerkship Medical Students: Results of a National Survey. Academic Medicine 93:5, pages 736-741.
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Michel Pascal Tchiakpe, Stephen Ankamah Lomotey, Andrews Nartey, Darko Kojo Denkyi, Ernest Kyei Nkansah & Philip Tetteh Djeagbo. (2018) Ophthalmic trainees' knowledge in ethics: a wake-up call to ophthalmic practitioners. Advances in Ophthalmology & Visual System 8:2.
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Valérie Dory & Marie-Claude Audétat. (2013) « Ils sont carrément incurables » : comment les métaphores des cliniciens enseignants révèlent leur malaise dans la gestion des difficultés de raisonnement clinique de leurs internes. Pédagogie Médicale 14:2, pages 83-97.
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