References
- Lovell B What do we know about coaching in medical education? A literature review Med Educ 2018 52 4 376 390
- Watling CJ Ginsburg S Assessment, feedback and the alchemy of learning Med Educ 2019 53 1 76 85
- Wolff M Hammoud M Santen S Deiorio N Fix M Coaching in undergraduate medical education: a national survey Med Educ Online 2020 25 1 1699765
- Sawatsky AP, Huffman BM, Hafferty FW. Coaching versus competency to facilitate professional identity formation. 2020. https://journals.lww.com/academicmedicine/Abstract/publishahead/Coaching_Versus_Competency_to_Facilitate.97339.aspx. Accessed 12 Apr 2020, Acad Med.
- Schut S Driessen E van Tartwijk J van der Vleuten C Heeneman S Stakes in the eye of the beholder: an international study of learners’ perceptions within programmatic assessment Med Educ 2018 52 6 654 663
- Deiorio NM, Carney PA, Kahl LE, Bonura EM, Juve AM. Coaching: a new model for academic and career achievement. 2016. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5136126/. Accessed 12 Apr 2020, Med Educ Online.
- Lockyer J Carraccio C Chan M-K Core principles of assessment in competency-based medical education Med Teach 2017 39 6 609 616
- Marcdante K Simpson D Choosing when to advise, coach, or Mentor J Grad Med Educ 2018 10 2 227 228
- Merriam-Webster. Definition of trust. 2020. https://www.merriam-webster.com/dictionary/trust. Accessed 14 Apr 2020.
- Abruzzo D Sklar DP McMahon GT Improving trust between learners and teachers in medicine Acad Med 2019 94 2 147 150
- Telio S Ajjawi R Regehr G The “educational alliance” as a framework for reconceptualizing feedback in medical education Acad Med 2015 90 5 609 614
- Harrison CJ Könings KD Dannefer EF Schuwirth LWT Wass V van der Vleuten CPM Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures Perspect Med Educ 2016 5 5 276 284
- Mann K van der Vleuten C Eva K Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict Acad Med 2011 86 9 1120 1127
- Sargeant J Future research in feedback: how to use feedback and coaching conversations in a way that supports development of the individual as a self-directed learner and resilient professional Acad Med 2019 94 11S S9
- Sargeant J Lockyer JM Mann K The R2C2 model in residency education: how does it foster coaching and promote feedback use? Acad Med 2018 93 7 1055 1063
- Sargeant J Mann K Manos S R2C2 in action: testing an evidence-based model to facilitate feedback and coaching in residency J Grad Med Educ 2017 9 2 165 170
- Norris TE Schaad DC DeWitt D Ogur B Hunt DD MBA members of the Consortium of Longitudinal Integrated Clerkships Longitudinal integrated clerkships for medical students: an innovation adopted by medical schools in Australia, Canada, South Africa, and the United States Acad Med 2009 84 7 902 907
- Karp NC Hauer KE Sheu L Trusted to learn: a qualitative study of clerkship students’ perspectives on trust in the clinical learning environment J Gen Intern Med 2019 34 5 662 668
- Sklar DP McMahon GT Trust between teachers and learners JAMA 2019 321 22 2157 2158
- Holzhausen Y Maaz A Cianciolo AT ten Cate O Peters H Applying occupational and organizational psychology theory to entrustment decision-making about trainees in health care: a conceptual model Perspect Med Educ 2017 6 2 119 126
- ten Cate O Hart D Ankel F Entrustment decision making in clinical training Acad Med 2016 91 2 191 198
- American Medical Association. Coaching in medical education: guidance for educators and students. 2020. https://www.ama-assn.org/education/accelerating-change-medical-education/coaching-medical-education-guidance-educators-and. Accessed 12 Apr 2020.
- Irby DM Cooke M O’Brien BC Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010 Acad Med 2010 85 2 220 227
- Cutrer WB Atkinson HG Friedman E Exploring the characteristics and context that allow master adaptive learners to thrive Med Teach 2018 40 8 791 796
- 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 1 70 75
- Lajoie SP Gube M Adaptive expertise in medical education: accelerating learning trajectories by fostering self-regulated learning Med Teach 2018 40 8 809 812
- Artino ARJ Dong T DeZee KJ Achievement goal structures and self-regulated learning: relationships and changes in medical school Acad Med 2012 87 10 1375 1381
- Berkhout JJ Helmich E Teunissen PW van den Berg JW van der Vleuten CPM Jaarsma ADC Exploring the factors influencing clinical students’ self-regulated learning Med Educ 2015 49 6 589 600
- Berkhout JJ Helmich E Teunissen PW van der Vleuten CPM Jaarsma ADC How clinical medical students perceive others to influence their self-regulated learning Med Educ 2017 51 3 269 279
- Cho KK Marjadi B Langendyk V Hu W Medical student changes in self-regulated learning during the transition to the clinical environment BMC Med Educ 2017 17 1 59
- Murad MH Coto-Yglesias F Varkey P Prokop LJ Murad AL The effectiveness of self-directed learning in health professions education: a systematic review Med Educ 2010 44 11 1057 1068
- Ahmed K Ashrafian H Life-long learning for physicians Science 2009 326 5950 227 227
- Lawlor KB. Smart goals: how the application of smart goals can contribute to achievement of student learning outcomes. 2012. https://absel-ojs-ttu.tdl.org/absel/index.php/absel/article/view/90. Accessed 12 Apr 2020, Dev Bus Simul Exp Learn Proc Annu ABSEL Conf.
- Jarvis-Selinger S Pratt DD Regehr G Competency is not enough: integrating identity formation into the medical education discourse Acad Med 2012 87 9 1185 1190
- Cruess RL Cruess SR Boudreau JD Snell L Steinert Y Reframing medical education to support professional identity formation Acad Med 2014 89 11 1446 1451
- Sternszus R, Boudreau JD, Cruess RL, Cruess SR, Macdonald ME, Steinert Y. Clinical teachers’ perceptions of their role in professional identity formation. 2020. https://journals.lww.com/academicmedicine/Abstract/publishahead/Clinical_Teachers__Perceptions_of_Their_Role_in.97230.aspx. Accessed 12 Apr 2020, Acad Med.
- Niemi PM Vainiomaki PT Murto-Kangas M “My future as a physician”-professional representations and their background among first-day medical students Teach Learn Med 2003 15 1 31 39
- Wong A Trollope-Kumar K Reflections: an inquiry into medical students’ professional identity formation Med Educ 2014 48 5 489 501
- Weaver R Peters K Koch J Wilson I ‘Part of the team’: professional identity and social exclusivity in medical students Med Educ 2011 45 12 1220 1229
- Watling CJ LaDonna KA Where philosophy meets culture: exploring how coaches conceptualise their roles Med Educ 2019 53 5 467 476
- Hauer KE O’Brien BC Hansen LA More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships Acad Med 2012 87 10 1389 1396
- UVA Today. Teaching wisdom: Phronesis project brings practical wisdom to medical school. 2016. https://news.virginia.edu/content/teaching-wisdom-phronesis-project-brings-practical-wisdom-medical-school. Accessed 13 Apr 2020.
- Molloy E Bearman M Embracing the tension between vulnerability and credibility: ‘intellectual candour’ in health professions education Med Educ 2019 53 1 32 41
- Plack MM Driscoll M Marquez M Greenberg L Peer-facilitated virtual action learning: reflecting on critical incidents during a pediatric clerkship Acad Pediatr 2010 10 2 146 152
- ten Cate O Chen HC Hoff RG Peters H Bok H van der Schaaf M Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99 Med Teach 2015 37 11 983 1002
- Keeley MG Gusic ME Morgan HK Aagaard EM Santen SA Moving toward summative competency assessment to individualize the postclerkship phase Acad Med 2019 94 12 1858 1864
- Lockspeiser TM Kaul P Using individualized learning plans to facilitate learner-centered teaching J Pediatr Adolesc Gynecol 2016 29 3 214 217
- Li S-TT Tancredi DJ Co JPT West DC Factors associated with successful self-directed learning using individualized learning plans during pediatric residency Acad Pediatr 2010 10 2 124 130
- Farrell L Bourgeois-Law G Buydens S Regehr G Your goals, my goals, our goals: the complexity of coconstructing goals with learners in medical education Teach Learn Med 2019 31 4 370 377
