Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-28T20:39:08.821Z Has data issue: false hasContentIssue false
  • English
  • Français

Coaching in emergency medicine

Published online by Cambridge University Press:  21 May 2015

Constance LeBlanc  and
Jonathan Sherbino
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; Constance.LeBlanc@dal.ca

Abstract

An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'

Keywords

coachingfeedbackmedical education
Type
Education • Enseignement
Information
Canadian Journal of Emergency Medicine , Volume 12 , Issue 6 , September 2010 , pp. 520 - 524
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;5:43–54.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;10:44–50.CrossRefGoogle ScholarPubMed
18.Donoff, MG. Field notes: assisting achievement and documenting competence. Can Fam Physician 2009;55:1260–2.Google Scholar