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The role of role: learning in longitudinal integrated and traditional block clerkships.

The role of role: learning in longitudinal integrated and traditional block clerkships.

http://www.wikidata.org/entity/Q42653083

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Student Continuity with Patients: A System Delivery Innovation to Benefit Patient Care and Learning (Continuity Patient Benefit)Social learning in a longitudinal integrated clinical placement.What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians?Creating a longitudinal integrated clerkship with mutual benefits for an academic medical center and a community health system Common concepts in separate domains? Family physicians' ways of understanding teaching patients and trainees, a qualitative study Medical students developing confidence and patient centredness in diverse clinical settings: a longitudinal survey study.Twelve tips for designing and running longitudinal integrated clerkships.How clinical medical students perceive others to influence their self-regulated learning.Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students A review of longitudinal community and hospital placements in medical education: BEME Guide No. 26.The Columbia-Bronx VA amalgamative clerkship: an effective, 12-week, integrated, longitudinal clinical experience.A typology of longitudinal integrated clerkships.Dimensions of integration, continuity and longitudinality in clinical clerkships.Student academic performance in rural clinical schools: The impact of cohort size and competition.The effect of resident duty-hours restrictions on internal medicine clerkship experiences: surveys of medical students and clerkship directors.An overview of the endodontic curriculum in Fiji from 2009 to 2013.Faculty experience and engagement in a longitudinal integrated clerkship.Into the future: patient-centredness endures in longitudinal integrated clerkship graduates.Why wait until residency? Competency-based education in longitudinal integrated clerkships.Effects of longitudinal small-group learning on delivery and receipt of communication skills feedback.What is the evidence for clinical placements in underserved areas?Transforming health professional education through social accountability: Canada's Northern Ontario School of Medicine.Better learning, better doctors, better community: how transforming clinical education can help repair society.Going from good to great: explicating norms through continuity in the clinical workplace.Patient views of continuity relationships with medical students.Workplace affordances to increase learner engagement in the clinical workplace.What's not to LIC?Learners, performers, caregivers, and team players: Descriptions of the ideal medical student in longitudinal integrated and block clerkships.An innovative long final year assistantship in general practice: description and evaluation.How characteristic routines of clinical departments influence students' self-regulated learning: A grounded theory study.Why wait until residency? Competency-based education in longitudinal integrated clerkships.Students' experiences of role, relationships and learning in two clerkship models.Context matters when striving to promote active and lifelong learning in medical education.Longitudinal integrated rural placements: a social learning systems perspective.How we put into practice the principles of embedding medical students into healthcare teams.Exploring the factors influencing clinical students' self-regulated learning.The power of questions: a discourse analysis about doctor-student interaction.A new model of undergraduate clinical education?It's all about relationships : A qualitative study of family physicians' teaching experiences in rural longitudinal clerkships.

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P2860

The role of role: learning in longitudinal integrated and traditional block clerkships.

http://www.wikidata.org/entity/Q42653083

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2012年學術文章

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The role of role: learning in longitudinal integrated and traditional block clerkships.

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The role of role: learning in longitudinal integrated and traditional block clerkships.

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The role of role: learning in longitudinal integrated and traditional block clerkships.

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The role of role: learning in longitudinal integrated and traditional block clerkships.

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The role of role: learning in longitudinal integrated and traditional block clerkships.

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The role of role: learning in longitudinal integrated and traditional block clerkships.

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J.1365-2923.2012.04285.X

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Medical Education

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The role of role: learning in longitudinal integrated and traditional block clerkships.

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Ann N Poncelet

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Barbara Ogur

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Bridget C O'Brien

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David Hirsh

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Erik K Alexander

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Iris Ma

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Karen E Hauer

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Lori Hansen

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P2860

The critical incident technique

Factors affecting resident performance: development of a theoretical model and a focused literature review.

The Harvard Medical School-Cambridge integrated clerkship: an innovative model of clinical education.

The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching.

Patterns of interaction during rounds: implications for work-based learning.

Perceptions and attributions of third-year student struggles in clerkships: do students and clerkship directors agree?

Measuring progressive independence with the resident supervision index: empirical approach.

Longitudinal integrated clerkships for medical students: an innovation adopted by medical schools in Australia, Canada, South Africa, and the United States.

Longitudinal integrated clerkships: transforming medical education worldwide?

Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated clerkship.

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