Feasibility of self-directed learning in clerkships

No abstract is available for this paper.

• Publication year

  2013

• Venue

  Medical Teacher

• Publication date

  2013-07-30

• Fields of study

  Medicine, Education

• Identifiers
  DOI 10.3109/0142159X.2013.770135PMID 23444885
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

• Wireless Communications

  2019cited by this paper
• Experiential learning: AMEE Guide No. 63

  2012cited by this paper
• Construct Validity of the Reporter-Interpreter-Manager-Educator Structure for Assessing Students’ Patient Encounter Skills

  2012cited by this paper
• Developmental aspects of medical competency and training: issues of curriculum design

  2011influential reference
• The Open-Ended Comment Space for Action Plans on Core Clerkship Students' Encounter Cards: What Gets Written?

  2010influential reference
• A New Concept of Unsupervised Learning: Directed Self-Guided Learning in the Health Professions

  2010cited by this paper
• Using SNAPPS to Facilitate the Expression of Clinical Reasoning and Uncertainties: A Randomized Comparison Group Trial

  2009influential reference
• Preserving professional credibility: grounded theory study of medical trainees’ requests for clinical support

  2009cited by this paper
• Building on Wenger: communities of practice in nursing.

  2008cited by this paper
• Pilot study of a ‘RIME’‐based tool for giving feedback in a multi‐specialty longitudinal clerkship

  2008influential reference
• Implementing feedback cards in core clerkships

  2008cited by this paper
• Experience‐based learning: a model linking the processes and outcomes of medical students' workplace learning

  2007influential reference
• Reliability and usefulness of clinical encounter cards for a third-year surgical clerkship.

  2007influential reference
• Improving medical student feedback with a clinical encounter card.

  2007cited by this paper
• What procedures are students doing during undergraduate surgical clerkship?

  2006cited by this paper
• Limits of Communities of Practice

  2006cited by this paper
• Constituting the workplace curriculum

  2006cited by this paper
• Competency based teaching: the need for a new approach to teaching clinical skills in the undergraduate medical education course

  2005influential reference
• Three Approaches to Qualitative Content Analysis

  2005cited by this paper
• How can medical students learn in a self‐directed way in the clinical environment? Design‐based research

  2005cited by this paper
• A randomized-controlled study of encounter cards to improve oral case presentation skills of medical students

  2005influential reference
• Clinical students' initial reports of the educational climate in a single medical school

  2004cited by this paper
• Medical Students’ Perceptions of Feedback in a Busy Ambulatory Setting: A Descriptive Study Using a Clinical Encounter Card

  2004cited by this paper
• Effectiveness of clinical rotations as a learning environment for achieving competences

  2004cited by this paper
• A learning prescription permits feedback on feedback.

  2003cited by this paper
• Clarifying achievement goals and their impact.

  2003cited by this paper
• Trialling a new way to learn clinical skills: systematic clinical appraisal and learning

  2002influential reference
• A Revision of Bloom's Taxonomy: An Overview

  2002cited by this paper
• An encounter card system for increasing feedback to students.

  2002influential reference
• Translating learning principles into practice: a new strategy for learning clinical skills

  2002cited by this paper
• Qualitative research: standards, challenges, and guidelines

  2001cited by this paper
• A conceptual framework to guide the development of self‐directed, lifelong learning in problem‐based medical curricula

  2000cited by this paper
• A new vocabulary and other innovations for improving descriptive in-training evaluations.

  1999cited by this paper
• Communities of Practice: Learning, Meaning, and Identity

  1998cited by this paper
• Situated Learning: Legitimate Peripheral Participation

  1991cited by this paper
• Andragogy in Action: Applying Modern Principles of Adult Learning

  1986cited by this paper
• Andragogy in Action: Applying Modern Principles of Adult Learning

  1985cited by this paper

• Measurement Invariance of Self-Regulated Learning Perception Scale in Medical Students

  2025cites this paper
• Theoretical considerations of the Reporter-Interpreter-Manager-Educator Assessment Framework

  2025cites this paper
• Evaluating the Instructional Strategies Influencing Self-Regulated Learning in Clinical Clerkship Years: A Mixed Studies Review

  2025cites this paper
• Current status of ultrasound training in obstetrics and gynecology: a scoping literature review

  2024cites this paper
• The role of the supervisor in self-regulated learning in the clinical environment: BEME Guide No. 89

  2024cites this paper
• Evaluation of Self-Directed Learning Activities at King Abdulaziz University: A Qualitative Study of Faculty Perceptions

  2024cites this paper
• Shaping the future of obstetric/gynecological ultrasound training

  2023cites this paper
• A Critical Review of Professional Identity Formation Interventions in Medical Education

  2022cites this paper
• Exploring patient experiences in the student outpatient clinic - A contribution to learning.

  2021cites this paper
• Assessment of medical students' shared decision-making skills in simulated physician-patient encounters.

  2020cites this paper
• Expanding the definition of learning: from self to social to system

  2019cites this paper
• Exploring undergraduate medical students’ perception of learning procedural skills and its outcomes in clinical settings

  2019cites this paper
• Transformative learning: premise, promise and challenges

  2019cites this paper
• DOCTOR OF MEDICAL SCIENCE DANISH MEDICAL JOURNAL

  2018cites this paper
• Self‐regulated learning in the clinical context: a systematic review

  2018cites this paper
• High-Frequency Learning Goals: Using Self-Regulated Learning to Influence Day-to-Day Practice in Clinical Education

  2017cites this paper
• Imperfect practice makes perfect: error management training improves transfer of learning

  2017cites this paper
• Using reflection to influence practice: student perceptions of daily reflection in clinical education

  2016cites this paper
• Effectiveness of a rural longitudinal integrated clerkship in preparing medical students for internship

  2016cites this paper
• ¿Cómo abordan su aprendizaje los estudiantes de medicina autónomos?: Una aproximación cualitativa

  2015cites this paper
• [Learning strategies of autonomous medical students].

  2015cites this paper
• PEER-REVIEWED PUBLICATIONS

  2014cites this paper
• Which factors are associated with trainees' confidence in performing obstetric and gynecological ultrasound examinations?

  2014cites this paper
• Clinical skills training in undergraduate medical education using a student-centered approach.

  2013cites this paper