Abstract:
CONTEXT:Apprenticeship learning is common in medical education, but is often situated in theoretical frameworks which highlight its cognitive but not its social dimension. METHODS:We conducted an ethnographic case study of paediatric residents' learning relationships with their preceptors in a community-based paediatric continuity site. It included 5 months (100 hours) of direct observation, and semi-structured interviews with 10 residents (before and after observation) and 10 primary care paediatricians who served as their continuity preceptors (after observation). Interview transcripts and notes from observations were inductively coded and analysed for major themes. RESULTS:Our observations and reports of resident learning trajectories fit well with the concept of legitimate peripheral participation. Residents learned the everyday practice of primary care as they worked alongside experienced paediatricians in the continuity clinic. Although the direction of learning was towards central participation in patient care, residents learned during transient shifts to the periphery of practice. As a function of residents' increased participation, preceptors moved into more supportive roles. Residents were not only learners; at times they were teachers who facilitated preceptors' learning. CONCLUSIONS:Legitimate peripheral participation is a concept that helps to explain apprenticeship as a dynamic social relationship which shapes, and is shaped by, learning that takes place in clinical practice. Other concepts shed light on the bidirectional nature of apprenticeship learning.
journal_name
Med Educjournal_title
Medical educationauthors
Balmer DF,Serwint JR,Ruzek SB,Giardino APdoi
10.1111/j.1365-2923.2008.03121.xsubject
Has Abstractpub_date
2008-09-01 00:00:00pages
923-9issue
9eissn
0308-0110issn
1365-2923pii
MED3121journal_volume
42pub_type
杂志文章abstract:OBJECTIVES:To investigate the values and practices of assessment of the clinical practice of dental students by a sample of teachers in restorative dentistry. DESIGN:A questionnaire, based on the above objectives, was designed, piloted and redesigned. Its content was based on evidence-based good practice in assessment...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2001.00733.x
更新日期:2001-04-01 00:00:00
abstract:CONTEXT:Clinical context may act as both an aid to decision making and a source of bias contributing to medical error. The effect of clinical history, a form of clinical context, on the diagnostic accuracy of the physical examination is unknown. METHODS:We randomised internal medicine residents to receive either no hi...
journal_title:Medical education
pub_type: 杂志文章,随机对照试验
doi:10.1111/j.1365-2923.2010.03896.x
更新日期:2011-04-01 00:00:00
abstract:CONTEXT:The challenges of maintaining comprehensive banks of valid checklists make context-specific checklists for assessment of clinical procedural skills problematic. OBJECTIVES:This paper reports the development of a tool which supports generic holistic assessment of clinical procedural skills. METHODS:We carried ...
journal_title:Medical education
pub_type: 杂志文章,评审
doi:10.1111/j.1365-2923.2008.03023.x
更新日期:2008-06-01 00:00:00
abstract:OBJECTIVE:To investigate the current status of teaching on spirituality in medicine in UK medical schools and to establish if and how medical schools are preparing future doctors to identify patients' spiritual needs. METHODS:We carried out a national questionnaire survey using a 2-part questionnaire. Section A contai...
journal_title:Medical education
pub_type: 杂志文章,多中心研究,评审
doi:10.1111/j.1365-2923.2007.02980.x
更新日期:2008-02-01 00:00:00
abstract:OBJECTIVES:Overseas-trained doctors (OTDs) have limited access and formal interaction with the Australian health care system prior to joining the Australian medical workforce. A pre-employment programme was designed to familiarize OTDs with the Australian health care system. METHOD:All OTDs who had passed their Austra...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2002.01196.x
更新日期:2002-07-01 00:00:00
abstract:CONTEXT:Authentic early experience (AEE) describes experiences provided to new medical students to undertake 'human contact' to enhance learning. Although the concept of AEE is not new, and was commonplace prior to the Flexner Report of 1910, little is known about how or why meaning and knowledge are constructed throug...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2012.04287.x
更新日期:2013-01-01 00:00:00
abstract:OBJECTIVES:This study represents an initial evaluation of the first year (F1) of the Foundation Assessment Programme (FAP), in line with Postgraduate Medical Education and Training Board (PMETB) assessment principles. METHODS:Descriptive analyses were undertaken for total number of encounters, assessors and trainees, ...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2008.03249.x
更新日期:2009-01-01 00:00:00
abstract::Medical students' levels of anxiety under different conditions of stress were investigated, as well as the stability of anxiety ratings from one examination to another. After completing an end-of-term psychiatry examination, fourth-year medical students at Monash University were asked to score the Visual Analogue Scal...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1982.tb01259.x
更新日期:1982-09-01 00:00:00
abstract:OBJECTIVE:To follow the progress of young female adolescents, as risk-taking standardised patients (SPs), and to monitor for adverse affects that role-playing may have on the adolescents. METHODS:A prospective design was used in which 11 female adolescents, aged 13-15 years, were recruited from 2 schools. The adolesce...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2929.2005.02343.x
更新日期:2006-01-01 00:00:00
abstract::The importance of the personality of the dentist in the dental treatment of the anxious patient has been recognized for some time. However, there has been little research into the emotional reactions of dental students in similar stressful situations. This investigation, using specific psychological tests, examined th...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1985.tb01135.x
更新日期:1985-01-01 00:00:00
abstract:CONTEXT:Concept maps have been used to promote meaningful learning and critical thinking. Although these are crucially important in all disciplines, evidence for the benefits of concept mapping for learning in medicine is limited. METHODS:We performed a randomised crossover study to assess the benefits of online testa...
journal_title:Medical education
pub_type: 杂志文章,随机对照试验
doi:10.1111/medu.12422
更新日期:2014-07-01 00:00:00
abstract:CONTEXT:Rural community-based medical education (RCBME), in which medical student learning activities take place within a rural community, requires students, clinical teachers, patients, community members and representatives of health and government sectors to actively contribute to the educational process. Therefore, ...
journal_title:Medical education
pub_type: 杂志文章,评审
doi:10.1111/medu.13580
更新日期:2018-08-01 00:00:00
abstract:CONTEXT:Medical schools are increasingly using novel tools to select applicants. The UK Clinical Aptitude Test (UKCAT) is one such tool and measures mental abilities, attitudes and professional behaviour conducive to being a doctor using constructs likely to be less affected by socio-demographic factors than traditiona...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.13082
更新日期:2016-10-01 00:00:00
abstract:CONTEXT:The Faculty of Medicine and Medical Sciences at the University of Aberdeen viewed the use of Computer Assisted Leaning (CAL) and other IT based learning resources as a possible way of coping with an increase in student numbers whilst maintaining or increasing the quality of medical teaching. OBJECTIVES:Our pri...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.1999.00270.x
更新日期:1999-04-01 00:00:00
abstract:CONTEXT:Considerable research has been conducted recently into the notion of patient-centred consulting. The primary goal of this approach is to establish a clear understanding of the patient's perspective on his or her problem, and to allow this understanding to inform both the explanation and planning stages of the c...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2007.02789.x
更新日期:2007-07-01 00:00:00
abstract::The medical specialties are being intensively reconsidered in the countries of Europe. The important need is for promoting improvement of educational training programmes. Evaluation and improvement of specialist training programmes is the priority and not the setting up of qualifying examinations. The first necessity ...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1993.tb00274.x
更新日期:1993-07-01 00:00:00
abstract::There is evidence that nurses fulfil the requirements of objective judgement better than doctors. Simulation of Initial Medical Problem-Solving (SIMP), a paper-and-pencil test for the assessment of medical problem-solving, consists of case histories, followed by an open-ended question. The scoring of open-ended questi...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1989.tb01564.x
更新日期:1989-07-01 00:00:00
abstract:CONTEXT:Early clinical encounters help medical and nursing students build professional competencies. However, there is a necessary emphasis on patient autonomy and appropriate consent. Although most individuals do not object to student involvement in clinical encounters, there are occasions when personal preference and...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.12751
更新日期:2015-07-01 00:00:00
abstract:BACKGROUND:While the literature shows the clinical value for medical practitioners of skill in communicating with patients in an empathetic manner, objective evaluations of methods to teach empathy are few. PURPOSES:This paper describes a method of teaching entry-level medical students the elements of effective commun...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2000.00463.x
更新日期:2000-02-01 00:00:00
abstract:CONTEXT:Trainees in undergraduate and postgraduate medical education engage in multiple transitions as part of the educational process, including many transitions that occur on both periodic and daily bases within medical education programmes. The clinical rotation, based on either a medical discipline or clinical care...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2010.03847.x
更新日期:2011-01-01 00:00:00
abstract::British medical school teachers of medical statistics aspire to teach statistical concepts without requiring medical students to undertake every statistical technique in the book. In the typical course of 20 to 30 hours, about 50 topics are taught, usually requiring the student to perform a technique. In a survey of c...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1994.tb02686.x
更新日期:1994-01-01 00:00:00
abstract:CONTEXT:Self-efficacy is an important factor in many areas of medical education, including self-assessment and self-directed learning, but has been little studied in resuscitation training, possibly because of the lack of a simple measurement instrument. OBJECTIVE:We aimed to assess the validity of a visual analogue s...
journal_title:Medical education
pub_type: 杂志文章,多中心研究
doi:10.1111/j.1365-2923.2007.02950.x
更新日期:2008-05-01 00:00:00
abstract:CONTEXT:Admissions interviews are unreliable and have poor predictive validity, yet are the sole measures of non-cognitive skills used by most medical school admissions departments. The low reliability may be due in part to variation in conditional reliability across the rating scale. OBJECTIVES:To describe an empiric...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2929.2006.02634.x
更新日期:2007-01-01 00:00:00
abstract::The work of five principals in a teaching general practice was audited to examine differences in prescribing, investigation and follow-up between teaching and service work over a 3-week period. The patients seen in clinical teaching were found to be representative of those consulting in normal service sessions for bot...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1981.tb02407.x
更新日期:1981-03-01 00:00:00
abstract:OBJECTIVE:To examine how patient-centredness is understood and enacted in an American (US) and an Italian group of health care professionals. METHODS:An action research methodology was used. Two interprofessional groups of US (n = 4) and Italian (n = 5) health care professionals independently wrote a patient-centred d...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2008.03038.x
更新日期:2008-07-01 00:00:00
abstract:CONTEXT:Grades are commonly used in formative workplace-based assessment (WBA) in medical education and training, but may draw attention away from feedback about the task. A dilemma arises because the self-regulatory focus of a trainee must include self-awareness relative to agreed standards, which implies grading. OB...
journal_title:Medical education
pub_type: 杂志文章,随机对照试验
doi:10.1111/medu.12659
更新日期:2015-03-01 00:00:00
abstract::In the context of a curriculum reform the Faculty of Medicine of the University of Leuven, Belgium, introduced a new teaching project: video-supported small-group learning on problem-solving and clinical reasoning. The aim of this study is to reflect 20 years experience. The video-supported sessions for sixth-year med...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.1998.00219.x
更新日期:1998-07-01 00:00:00
abstract::The educational programme reported was an experiment in the vocational training scheme of the department of General Practice, Erasmus University, Rotterdam, Holland, and is now part of the course. The programme focused on the training in team function (co-operation) given to trainee GPs and social workers. It became c...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1979.tb00916.x
更新日期:1979-01-01 00:00:00
abstract:BACKGROUND:Progress testing is a form of longitudinal examination which, in principle, samples at regular intervals from the complete domain of knowledge considered a requirement for medical students on completion of the undergraduate programme. Over the course of the programme students improve their scores on the test...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2929.2004.02060.x
更新日期:2005-02-01 00:00:00
abstract::In response to the increased need to train well-rounded general practitioners within a limited time schedule, the teaching staff developed a self-instructional videotape programme devoted to suicide assessment. This tape, if successful, was to serve as a pilot for a full series of 18 tapes devoted to the assessment an...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1980.tb02609.x
更新日期:1980-01-01 00:00:00