Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting.
about
Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinementFacilitating preceptor and student communication in a dental school teaching clinicThe impact of the Stanford Faculty Development Program on ambulatory teaching behaviorMeasuring outcomes of a one-minute preceptor faculty development workshopLong-term follow-up of a longitudinal faculty development program in teaching skillsFeedback and the mini clinical evaluation exercise.Interactive faculty development seminars improve the quality of written feedback in ambulatory teaching.The Quality of Written Feedback by Attendings of Internal Medicine Residents.Teaching when time is limitedA systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40.Using a novel small-group approach to enhance feedback skills for community-based teachers.Verbal interaction analysis: viewing feedback through a different lens.Application of the one-minute preceptor technique by novice teachers in the gross anatomy laboratory.Preparing fourth-year medical students to teach during internship.Pharmacy student and preceptor perceptions of preceptor teaching behaviors."How am I doing?" Teaching medical students to elicit feedback during their clerkships.Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment.Student perceptions of the one minute preceptor and traditional preceptor models.Effects of training experienced teachers in the use of the one-minute preceptor technique in the gross anatomy laboratory.Qualitative and quantitative feedback in the context of competency-based education.Disagreement between students and preceptors regarding the value of teaching behaviors for ambulatory care settings.Taking Advantage of the Teachable Moment: A Review of Learner-Centered Clinical Teaching Models.Framing of feedback impacts student's satisfaction, self-efficacy and performance.Use of the one-minute preceptor as a teaching tool in the gross anatomy laboratory.Enhancing the effectiveness of One-Minute Preceptor faculty development workshops.Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician.Assessing Change in Clinical Teaching Skills: Are We Up for the Challenge?
P2860
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P2860
Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting.
description
2002 nî lūn-bûn
@nan
2002 թուականի Հոկտեմբերին հրատարակուած գիտական յօդուած
@hyw
2002 թվականի հոտեմբերին հրատարակված գիտական հոդված
@hy
2002年の論文
@ja
2002年論文
@yue
2002年論文
@zh-hant
2002年論文
@zh-hk
2002年論文
@zh-mo
2002年論文
@zh-tw
2002年论文
@wuu
name
Faculty development seminars b ...... ack in the ambulatory setting.
@ast
Faculty development seminars b ...... ack in the ambulatory setting.
@en
Faculty development seminars b ...... ack in the ambulatory setting.
@nl
type
label
Faculty development seminars b ...... ack in the ambulatory setting.
@ast
Faculty development seminars b ...... ack in the ambulatory setting.
@en
Faculty development seminars b ...... ack in the ambulatory setting.
@nl
prefLabel
Faculty development seminars b ...... ack in the ambulatory setting.
@ast
Faculty development seminars b ...... ack in the ambulatory setting.
@en
Faculty development seminars b ...... ack in the ambulatory setting.
@nl
P2093
P2860
P1476
Faculty development seminars b ...... ack in the ambulatory setting.
@en
P2093
Gary A Wheeler
Jeffrey L Jackson
Lisa K Moores
Louis N Pangaro
Patrick G O'Malley
Stephen M Salerno
P2860
P304
P356
10.1046/J.1525-1497.2002.11233.X
P577
2002-10-01T00:00:00Z
P5875
P6179
1011916848