Have a personal or library account? Click to login
Supervised near-peer clinical teaching in the ambulatory clinic: an exploratory study of family medicine residents’ perspectives Cover

Supervised near-peer clinical teaching in the ambulatory clinic: an exploratory study of family medicine residents’ perspectives

Open Access
|Jan 2015

References

  1. The CanMEDS framework. http://www.royalcollege.ca/portal/page/portal/rc/canmeds/framework. Accessed: 23 Aug 2013.
  2. The Future of Medical Education in Canada—A Collective Vision for postgraduate medical education. http://www.afmc.ca/future-of-medical-education-in-canada/postgraduate-project/pdf/FMEC_PG_Final-Report_EN.pdf. Accessed: 23 Aug 2013.
  3. Lacasse M Ratnapalan S. Teaching-skills training programs for family medicine residents: Systematic review of formats, content, and effects of existing programs Can Fam Physician 2009 55 902 3 2743590 19752261
  4. Bulte C Betts A Garner K Durning S. Student teaching: views of student near-peer teachers and learners Med Teach 2007 29 583 90 10.1080/01421590701583824 17922356
  5. Ten Cate O Durning S. Peer teaching in medical education: twelve reasons to move from theory to practice Med Teach 2007 29 591 9 10.1080/01421590701606799 17922354
  6. Chacko KM Aagard E Irby DM Teaching models for outpatient medicine Clin Teach 2007 4 82 6 10.1111/j.1743-498X.2007.00153.x
  7. Kilminster SM Jolly BC Effective supervision in clinical practice settings: a literature review J Med Educ 2000 34 827 40 10.1046/j.1365-2923.2000.00758.x 1:STN:280:DC%2BD3M%2Fit1WrtA%3D%3D
  8. Irby DM Teaching and learning in ambulatory care setting: a thematic review of the literature Acad Med 1995 70 898 931 10.1097/00001888-199510000-00014 1:STN:280:DyaK28%2Fit1Slsw%3D%3D 7575922
  9. Kilminster S Cottrell D Grant J Jolly B. AMEE Guide No. 27: effective educational and clinical supervision Med Teach 2007 29 2 19 10.1080/01421590701210907 17538823
  10. Wamsley MA Julian KA Wipf JE A literature review of ‘Resident‐as-Teacher’ curricula J General Inter Med 2004 19 574 81 10.1111/j.1525-1497.2004.30116.x
  11. Hill A Tzu-chieh Y Barrow M Hattie J. A systematic review of resident-as-teacher programmes J Med Educ 2009 43 1129 40 10.1111/j.1365-2923.2009.03523.x
  12. Silberberg P van de Mortel TF Ahern C. Learners as Teachers in general practice: stakeholders’ views of the benefits, issues and facilitators Educ Prim Care 2013 24 410 7 24196597
  13. van de Mortel TF Trigger R Ahern C Bird J. Evaluating a community-engaged vertically integrated teaching and learning pilot project Educ Prim Care 2013 24 165 72 23676871
  14. Ten Cate O. A teaching rotation and a student teaching qualification for senior medical students Med Teach 2007 29 566 71 10.1080/01421590701468729 17917986
  15. Gregory A Walker I McLaughlin K Peets AD Both preparing to teach and teaching positively impact learning outcomes for peer teachers Med Teach 2011 33 417 22 10.3109/0142159X.2011.586747
  16. Ten Cate O Durning S. Dimensions and psychology of near-peer teaching in medical education Med Teach 2007 29 546 52 10.1080/01421590701583816 17978967
  17. Lockspeiser TM O’Sullivan P Teherani A Muller J. Understanding the experience of being taught by peers: the value of social and cognitive congruence Adv Health Sci Educ 2008 13 361 72 10.1007/s10459-006-9049-8
  18. Sandelowski M. Whatever happened to qualitative description? Res Nurs Health 2000 23 334 40 10.1002/1098-240X(200008)23:4<;334::AID-NUR9>3.0.CO;2-G 1:STN:280:DC%2BD3cvhsFCmtw%3D%3D 10940958
  19. Neher JO Gordon KC Meyer B Stevens N. A five-step ‘Microskills’ model of clinical teaching J Am Board Fam Pract 1995 5 419 24
  20. Furney SL Orsini AN Orsetti KE David TS Gruppen LD Irby DM Teaching the one-minute preceptor: a randomized controlled trial J Gen Intern Med 2001 16 620 4 10.1046/j.1525-1497.2001.016009620.x 1495264 1:STN:280:DC%2BD3MrjslKitQ%3D%3D 11556943
  21. Steinert Y Mann K Centeno A A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8 Med Teach 2006 28 497 526 10.1080/01421590600902976 17074699
  22. Bargh JA Schul Y. On the cognitive benefits of teaching J Educ Psychol 1980 72 593 604 10.1037/0022-0663.72.5.593
  23. Cleland JA Ross S Miller SC Patey R. ‘There is a chain of Chinese whispers…’: empirical data support the call to formally teach handover to prequalification doctors Qual Saf Health Care 2009 18 267 71 10.1136/qshc.2008.029983 1:STN:280:DC%2BD1Mrjt1entw%3D%3D 19651929
  24. Ten Cate O Young JQ The patient handover as an entrustable profession activity: adding meaning in teaching and practice BMJ Qual Saf 2012 21 9 12 10.1136/bmjqs-2012-001213
  25. Frank JR Snell LS Ten Cate O Competency-based medical education: theory to practice Med Teach 2010 32 638 45 10.3109/0142159X.2010.501190 20662574
  26. Ten Cate O Scheele F. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad Med 2007 82 542 7 10.1097/ACM.0b013e31805559c7 17525536
Language: English
Published on: Jan 20, 2015
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2015 Daniel Ince-Cushman, Teresa Rudkin, Ellen Rosenberg, published by Bohn Stafleu van Loghum
This work is licensed under the Creative Commons Attribution 4.0 License.