References
-
1.
Strand P Edgren G Borna P Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace Adv Health Sci Educ Theory Pract 2015 20 531 557 10.1007/s10459-014-9546-0
-
2.
Steinert Y Faculty development in the health professions: a focus on research and practice 2014 Dordrecht Springer Netherlands
-
3.
Bearman M Tai J Kent F What should we teach the teachers? Identifying the learning priorities of clinical supervisors Adv Health Sci Educ Theory Pract 2018 23 29 41 10.1007/s10459-017-9772-3
-
4.
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
-
5.
Farnan JM Petty LA Georgitis E A systematic review: the effect of clinical supervision on patient and residency education outcomes Acad Med 2012 87 428 442 10.1097/ACM.0b013e31824822cc
-
6.
O’Sullivan PSE Irby DMP Reframing research on faculty development Acad Med 2011 86 421 428 10.1097/ACM.0b013e31820dc058
-
7.
Cooke M Irby DM O’Brien BC Educating physicians: a call for reform of medical school and residency 2010 Stanford Jossey-Bass
-
8.
Cruess RL Cruess SR Steinert Y Amending Miller’s pyramid to include professional identity formation Acad Med 2016 91 180 185 10.1097/ACM.0000000000000913
-
9.
Billett S Readiness and learning in health care education Clin Teach 2015 12 367 372 10.1111/tct.12477
-
10.
Green M Zick A Thomas JX Comics and medicine: peering into the process of professional identity formation Acad Med 2015 90 774 779 10.1097/ACM.0000000000000703
-
11.
Rabow MW Remen RN Parmelee DX Inui TSS Professional formation: extending medicine’s lineage of service into the next century Acad Med 2010 85 310 317 10.1097/ACM.0b013e3181c887f7
-
12.
Wald HS White J Reis SP Esquibel AY Anthony D Grappling with complexity: medical students’ reflective writings about challenging patient encounters as a window into professional identity formation Med Teach 2019 41 152 160 10.1080/0142159X.2018.1475727
-
13.
Wald HS Professional identity (trans)formation in medical education: reflection, relationship, resilience Acad Med 2015 90 701 706 10.1097/ACM.0000000000000731
-
14.
Guskey TR Billett S Harteis C Gruber H Evaluating professional learning International handbook of research in professional and practice-based learning 2014 Dordrecht Springer Netherlands 1215 1235
-
15.
Cantillon P Dornan T De Grave W Becoming a clinical teacher: identity formation in context Acad Med 2018 94 1610 1618 10.1097/ACM.0000000000002403
-
16.
Molloy E Ajjawi R Bearman M Challenging feedback myths: values, learner involvement and promoting effects beyond the immediate task Med Educ 2020 54 33 39 10.1111/medu.13802
-
17.
Noble C Sly C Collier L Billett S Newton JM Rogers G Noble C Enhancing feedback literacy in the workplace: a learner-centred approach Augmenting health and social care students’ clinical learning experiences: outcomes and processes 2019 Dordrecht Springer 283 306 10.1007/978-3-030-05560-8_13
-
18.
Noble C Billett S Armit L “It’s yours to take”: generating learner feedback literacy in the workplace Adv Health Sci Educ Theory Pract 2020 25 55 74 10.1007/s10459-019-09905-5
-
19.
Teodorczuk A Ajjawi R Billett S Hilder J Noble C The service/teaching tension: a window into the soul of a hospital Med Educ 2018 52 678 10.1111/medu.13527
-
20.
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
-
21.
Noble C Billett S Hilder J Teodorczuk A Ajjawi R Enriching medical trainees’ learning through practice: a video reflexive ethnography study protocol BMJ Open 2019 9 e031577 10.1136/bmjopen-2019-031577
-
22.
Ajjawi R Hilder J Noble C Teodorczuk A Billett S Using video-reflexive ethnography to understand complexity and change practice Med Educ 2020 54 908 914 10.1111/medu.14156
-
23.
Billett S Learning through health care work: premises, contributions and practices Med Educ 2016 50 124 131 10.1111/medu.12848