References
-
1.
Swing Susan R. The ACGME outcome project: retrospective and prospective Medical Teacher 2007 29 7 648 654 10.1080/01421590701392903
-
2.
Royal College of Physicians and Surgeons of Canada The CanMEDS framework 2014
-
3.
Bokova I UNESCO education strategy 2014–2021 2014 Paris United Nations Educational, Scientific, and Cultural Organization 1 63
-
4.
Murdoch-Eaton D Whittle S Generic skills in medical education: developing the tools for successful lifelong learning Med Educ 2012 46 120 128 10.1111/j.1365-2923.2011.04065.x
-
5.
Grant H Dweck CS Clarifying achievement goals and their impact J Pers Soc Psychol 2003 85 541 553 10.1037/0022-3514.85.3.541
-
6.
Teunissen PW Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces Adv Health Sci Educ Theory Pract 2015 20 843 856 10.1007/s10459-014-9556-y
-
7.
Cutrer WB Miller B Pusic MV Fostering the development of master adaptive learners: a conceptual model to guide skill acquisition in medical education Acad Med 2017 92 70 75 10.1097/ACM.0000000000001323
-
8.
Zimmerman BJ Self-regulated learning and academic achievement: an overview Educ Psychol 1990 25 3 17 10.1207/s15326985ep2501_2
-
9.
Sargeant J Armson H Chesluk B The processes and dimensions of informed self-assessment: a conceptual model Acad Med 2010 85 1212 1220 10.1097/ACM.0b013e3181d85a4e
-
10.
Srinivasan M Hauer KE Der-Martirosian C Wilkes M Gesundheit N Does feedback matter? Practice-based learning for medical students after a multi-institutional clinical performance examination Med Educ 2007 41 857 865 10.1111/j.1365-2923.2007.02818.x
-
11.
Hawkins SC Osborne A Schofield SJ Pournaras DJ Chester JF Improving the accuracy of self assessment of practical clinical skills using video feedback – the importance of including benchmarks Med Teach 2012 34 279 284 10.3109/0142159X.2012.658897
-
12.
Boscardin C Fergus KB Hellevig B Hauer KE Twelve tips to promote successful development of a learner performance dashboard within a medical education program Med Teach 2017 10.1080/0142159x.2017.1396306
-
13.
Verbert K Duval E Klerkx J Govaerts S Santos JL Learning analytics dashboard applications Am Behav Sci 2013 10.1177/0002764213479363
-
14.
Sargeant J Eva KW Armson H Features of assessment learners use to make informed self-assessments of clinical performance Med Educ 2011 45 636 647 10.1111/j.1365-2923.2010.03888.x
-
15.
Creswell J Clark V Designing and conducting mixed methods research 2011 2 Thousand Oaks SAGE
-
16.
Schifferdecker KE Reed VA Using mixed methods research in medical education: basic guidelines for researchers Med Educ 2009 43 637 644 10.1111/j.1365-2923.2009.03386.x
-
17.
MD Competencies | UCSF Medical Education | Medical Student Education [Internet]. [cited 2018 Jan 18]. Available from: https://meded.ucsf.edu/md-program/current-students/curriculum/md-competencies
-
18.
Hauer KE O’Sullivan PS Fitzhenry K Boscardin C Translating theory into practice: implementing a program of assessment Acad Med 2018 93 444 450 10.1097/ACM.0000000000001995
-
19.
Spickard A
III Ahmed T Lomis K Johnson K Miller B Changing medical school IT to support medical education transformation Teach Learn Med 2016 28 80 87 10.1080/10401334.2015.1107488 -
20.
Mitchell Developing and using dashboard indicators in student affairs assessment—new directions for student services—Wiley Online library 2013
-
21.
Conzemius A O’Neill J The power of SMART goals: using goals to improve student learning 2009 Bloomington Solution Tree
-
22.
Dye JF Schatz IM Rosenberg BA Coleman ST Constant comparison method: a kaleidoscope of data Qual Rep 2000 4 1 9
-
23.
Barry CA Britten N Barber N Bradley C Stevenson F Using reflexivity to optimize teamwork in qualitative research Qual Health Res 1999 9 26 44 10.1177/104973299129121677
-
24.
Artino AR La Rochelle JS Dezee KJ Gehlbach H Developing questionnaires for educational research: AMEE guide no. 87 Med Teach 2014 36 463 474 10.3109/0142159X.2014.889814
-
25.
Bartholomew DJ Knott M Moustaki I Latent variable models and factor analysis: a unified approach 2011 Hoboken John Wiley & Sons 10.1002/9781119970583
-
26.
Stevens J Applied multivariate statistics for the social sciences 1996 3 Mahwah Erlbaum
-
27.
Lockspeiser TM Li S-TT Burke AE In pursuit of meaningful use of learning goals in residency: a qualitative study of pediatric residents Acad Med 2016 91 839 846 10.1097/ACM.0000000000001015
-
28.
Murphy D Aitchison P Hernandez Santiago V Davey P Mires G Nathwani D Insightful practice: a robust measure of medical students’ professional response to feedback on their performance BMC Med. Educ. 2015 15 125 10.1186/s12909-015-0406-2
-
29.
van der Leeuw RM Teunissen PW van der Vleuten CPM Broadening the scope of feedback to promote its relevance to workplace learning Acad Med 2018 10.1097/acm.0000000000001962
-
30.
Davis DA Mazmanian PE Fordis M Van Harrison R Thorpe KE Perrier L Accuracy of physician self-assessment compared with observed measures of competence: a systematic review JAMA 2006 296 1094 1102 10.1001/jama.296.9.1094
-
31.
Lovell B What do we know about coaching in medical education? A literature review Med Educ 2018 52 376 390 10.1111/medu.13482
-
32.
Telio S Ajjawi R Regehr G The “educational alliance” as a framework for reconceptualizing feedback in medical education Acad Med 2015 90 609 614 10.1097/ACM.0000000000000560
-
33.
Dweck CS Motivational processes affecting learning Am Psychol 1986 41 10 1040 1048 10.1037/0003-066X.41.10.1040
-
34.
Zimmerman BJ Self-efficacy: an essential motive to learn Contemp Educ Psychol 2000 25 82 91 10.1006/ceps.1999.1016
-
35.
Durning SJ Cleary TJ Sandars J Hemmer P Kokotailo P Artino AR Perspective: viewing “strugglers” through a different lens: how a self-regulated learning perspective can help medical educators with assessment and remediation Acad Med 2011 86 488 495 10.1097/ACM.0b013e31820dc384
