Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-26T00:24:32.397Z Has data issue: false hasContentIssue false

Coaching in emergency medicine

Published online by Cambridge University Press:  21 May 2015

Constance LeBlanc*
Affiliation:
Department of Emergency Medicine, Queen Elizabeth II Health Sciences Centre, Halifax, NS
Jonathan Sherbino
Affiliation:
Division of Emergency Medicine, McMaster University, Hamilton, Ont.
*
Department of Emergency Medicine, Queen Elizabeth II Health Sciences Centre, Halifax Infirmary, Ste. 355, 1796 Summer St., Halifax NS B3H 3A7; [email protected]

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Education • Enseignement
Copyright
Copyright © Canadian Association of Emergency Physicians 2010

References

REFERENCES

1.Rudolph, JW, Simon, R, Raemer, DB, et al. Debriefing as formative assessment: closing performance gaps in medical education. Acad Emerg Med 2008;15:1010–6.CrossRefGoogle ScholarPubMed
2.Kennedy, TJ, Lingard, L, Baker, GR, et al. Clinical oversight: conceptualizing the relationship between supervision and safety. J Gen Intern Med 2007;22:1080–5.CrossRefGoogle ScholarPubMed
3.Landsberger, HA. Hawthorne revisited: management and the worker, its critics, and developments in human relations in industry. Ithaca (NY): Cornell University Press; 1958.Google Scholar
4.Dorfsman, ML, Wolfson, AB. Direct observation of residents in the emergency department: a structured educational program. Acad Emerg Med 2009;16:343–51.Google Scholar
5.Bandiera, G, Lee, S, Tiberius, R. Creating effective learning in today’s emergency departments: how accomplished teachers get it done. Ann Emerg Med 2005;45:253–61.Google Scholar
6.Schultz, KW, Kirby, J, Delva, D, et al. Medical students’ andresidents’ preferred site characteristics and preceptor behaviours for learning in the ambulatory setting: a cross-sectional survey. BMC Med Educ 2004;4:12.Google Scholar
7.Thurgur, L, Bandiera, G, Lee, S, et al. What do emergency medicine learners want from their teachers? A multicenter focus group analysis. Acad Emerg Med 2005;12:856–61.Google Scholar
8.Sherbino, J, Frank, J, Lee, C, et al. Evaluating “ED STAT!”: a novel and effective faculty development program to improve emergency department teaching. Acad Emerg Med 2006;13:1062–9.CrossRefGoogle ScholarPubMed
9.Lavoie, CF, Plint, AC, Clifford, TJ, et al. “I never hear what happens, even if they die”: a survey of emergency physicians about outcome feedback. CJEM 2009;11:523–8.Google Scholar
10.Hobgood, CD, Ma, OJ, Swart, GL. Emergency medicine resident errors: identification and educational utilization. Acad Emerg Med 2000;7:1317–20.CrossRefGoogle ScholarPubMed
11.Ende, J. Feedback in clinical medicaleducation. JAMA 1983;250:777–81.Google Scholar
12.Laidley, TL, Braddock, CH III. Role of adult learning theory in evaluating and designing strategies for teaching residents in ambulatory settings. Adv Health Sci Educ Theory Pract 2000;5:4354.Google Scholar
13.Boehler, ML, Rogers, DA, Schwind, CJ, et al. An investigation of medical student reactions to feedback: a randomised controlled trial. Med Educ 2006;40:746–9.Google Scholar
14.Kurtz, S, Silverman, J, Draper, J. Teaching and learning communication skills in medicine. 2nd ed. Oxford (England): Radcliffe Publishing; 2005.Google Scholar
15.Elnicki, DM, Layne, RD, Ogden, PE, et al. Oral versus written feedback in medical clinic. J Gen Intern Med 1998; 13:155–8.Google Scholar
16.Lye, PS, Biernat, KA, Bragg, DS,et al. A pleasure to work with — an analysis of written comments on student evaluations. Ambul Pediatr 2001;1:128–31.Google Scholar
17.Bandiera, G, Lendrum, D. Daily encounter cards facilitate competency-based feedback while leniency bias persists. CJEM 2008;10:4450.CrossRefGoogle ScholarPubMed
18.Donoff, MG. Field notes: assisting achievement and documenting competence. Can Fam Physician 2009;55:1260–2.Google Scholar