教师即学习者：通过观察结构化教学活动培养专业反馈技能
Teachers as Learners: Developing Professionalism Feedback Skills via Observed Structured Teaching Encounters.
作者信息
Tucker Constance, Choby Beth, Moore Andrew, Parker Robert Scott, Zambetti Benjamin R, Naids Sarah, Scott Jillian, Loome Jennifer, Gaffney Sierra, Cianciolo Anna T, Hoffman Leslie A, Kohn Jaden R, O'Sullivan Patricia S, Trowbridge Robert L
机构信息
a Office of the Provost , Oregon Health & Science University , Portland , Oregon , USA.
b Department of Medical Education , University of Tennessee Health Sciences Center , Memphis , Tennessee , USA.
出版信息
Teach Learn Med. 2017 Oct-Dec;29(4):373-377. doi: 10.1080/10401334.2017.1365001.
This Conversations Starter article presents a selected research abstract from the 2017 Association of American Medical Colleges Southern Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of 4 experts who shared their thoughts stimulated by the study. These thoughts explore the value of the Observed Structured Teaching Encounter in providing structured opportunities for medical students to engage with the complexities of providing peer feedback on professionalism.
这篇“对话启动”文章展示了一篇从2017年美国医学院协会南部地区教育事务组年度春季会议上精选的研究摘要。该摘要与4位专家的综合评论相结合，这些专家分享了他们受该研究所激发的想法。这些想法探讨了观察性结构化教学交流在为医学生提供结构化机会以应对就专业素养提供同伴反馈的复杂性方面的价值。
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