Feedback: The Need for Meaningful Conversations.
作者信息
Harrison Christopher J
出版信息
J Grad Med Educ. 2017 Apr;9(2):171-172. doi: 10.4300/JGME-D-17-00040.1.
Abstract
摘要
相似文献
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Feedback: The Need for Meaningful Conversations.反馈：有意义对话的必要性。
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Providing helpful feedback.提供有用的反馈。
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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.反馈的未来研究：如何以支持个体发展成为自主学习者和有韧性的专业人员的方式运用反馈与辅导对话。
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Written lab agreements improve mentoring.书面实验室协议有助于改善指导工作。
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Coaching the Debriefer: Peer Coaching to Improve Debriefing Quality in Simulation Programs.指导汇报者：通过同伴指导提高模拟培训项目中的汇报质量
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本文引用的文献
1
R2C2 in Action: Testing an Evidence-Based Model to Facilitate Feedback and Coaching in Residency.R2C2付诸实践：测试一种基于证据的模型以促进住院医师培训中的反馈与指导
J Grad Med Educ. 2017 Apr;9(2):165-170. doi: 10.4300/JGME-D-16-00398.1.
2
"It's Just Not the Culture": A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback.“这并非文化使然”：一项质性研究，探讨住院医师对机构文化对反馈影响的认知
Teach Learn Med. 2017 Apr-Jun;29(2):153-161. doi: 10.1080/10401334.2016.1244014. Epub 2016 Dec 21.
3
Continuity: A Central Principle of Primary Care.连续性：初级保健的核心原则。
J Grad Med Educ. 2016 Oct;8(4):615-616. doi: 10.4300/JGME-D-16-00390.1.
4
Factors influencing students' receptivity to formative feedback emerging from different assessment cultures.影响学生对不同评估文化中形成性反馈接受度的因素。
Perspect Med Educ. 2016 Oct;5(5):276-84. doi: 10.1007/s40037-016-0297-x.
5
The uneasy alliance of assessment and feedback.评估与反馈之间不稳定的联盟。
Perspect Med Educ. 2016 Oct;5(5):262-4. doi: 10.1007/s40037-016-0300-6.
6
The "educational alliance" as a framework for reconceptualizing feedback in medical education.“教育联盟”作为重新构想医学教育中反馈的框架。
Acad Med. 2015 May;90(5):609-14. doi: 10.1097/ACM.0000000000000560.
7
Learning culture and feedback: an international study of medical athletes and musicians.学习文化与反馈：一项针对医学专业学生、运动员和音乐家的国际研究。
Med Educ. 2014 Jul;48(7):713-23. doi: 10.1111/medu.12407.
8
Faculty staff perceptions of feedback to residents after direct observation of clinical skills.教师对住院医师临床技能直接观察后反馈的看法。
Med Educ. 2012 Feb;46(2):201-15. doi: 10.1111/j.1365-2923.2011.04137.x.
9
Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict.知情自评中的紧张关系：渴望反馈与不愿收集和使用反馈之间的冲突。
Acad Med. 2011 Sep;86(9):1120-7. doi: 10.1097/ACM.0b013e318226abdd.
10
SPIKES-A six-step protocol for delivering bad news: application to the patient with cancer.SPIKES——传达坏消息的六步协议：应用于癌症患者
Oncologist. 2000;5(4):302-11. doi: 10.1634/theoncologist.5-4-302.
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