Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 3 |
| Since 2006 (last 10 years) | 7 |
| Since 1996 (last 20 years) | 7 |
Descriptor
| Medical Students | 5 |
| Focus Groups | 4 |
| Medical Education | 3 |
| Patients | 3 |
| Student Attitudes | 3 |
| Clinical Experience | 2 |
| Physicians | 2 |
| Teaching Methods | 2 |
| Teaching Skills | 2 |
| Workplace Learning | 2 |
| More ▼ | |
Source
| Advances in Health Sciences… | 7 |
Author
Publication Type
| Journal Articles | 7 |
| Reports - Research | 5 |
| Reports - Evaluative | 2 |
Education Level
| Higher Education | 4 |
| Postsecondary Education | 1 |
Audience
| Teachers | 1 |
Showing all 7 results
Peer reviewed
Direct linkde Feijter, Jeantine M.; de Grave, Willem S.; Koopmans, Richard P.; Scherpbier, Albert J. J. A. – Advances in Health Sciences Education, 2013
Learning from error is not just an individual endeavour. Organisations also learn from error. Hospitals provide many learning opportunities, which can be formal or informal. Informal learning from error in hospitals has not been researched in much depth so this narrative review focuses on five learning opportunities: morbidity and mortality…
Descriptors: Medical Education, Hospitals, Workplace Learning, Error Correction
Duvivier, Robbert J.; van Geel, Koos; van Dalen, Jan; Scherpbier, Albert J. J. A.; van der Vleuten, Cees P. M. – Advances in Health Sciences Education, 2012
Lack of published studies on students' practice behaviour of physical examination skills outside timetabled training sessions inspired this study into what activities medical students undertake to improve their skills and factors influencing this. Six focus groups of a total of 52 students from Years 1-3 using a pre-established interview guide.…
Descriptors: Video Technology, Medical Students, Textbooks, Physical Examinations
de Feijter, Jeantine M.; de Grave, Willem S.; Dornan, Tim; Koopmans, Richard P.; Scherpbier, Albert J. J. A. – Advances in Health Sciences Education, 2011
Evidence that medical error can cause harm to patients has raised the attention of the health care community towards patient safety and influenced how and what medical students learn about it. Patient safety is best taught when students are participating in clinical practice where they actually encounter patients at risk. This type of learning is…
Descriptors: Workplace Learning, Grounded Theory, Medical Education, Medical Students
Stalmeijer, Renee E.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Peters, Wim G.; van Coppenolle, Lieve; Scherpbier, Albert J. J. A. – Advances in Health Sciences Education, 2010
Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers' self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending…
Descriptors: Feedback (Response), Student Evaluation of Teacher Performance, Physicians, Questionnaires
Cognitive Apprenticeship in Clinical Practice: Can It Stimulate Learning in the Opinion of Students?
Stalmeijer, Renee E.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Scherpbier, Albert J. J. A. – Advances in Health Sciences Education, 2009
Learning in clinical practice can be characterised as situated learning because students learn by performing tasks and solving problems in an environment that reflects the multiple ways in which their knowledge will be put to use in their future professional practice. Collins et al. introduced cognitive apprenticeship as an instructional model for…
Descriptors: Medical Students, Clinical Teaching (Health Professions), Educational Environment, Student Experience
Diemers, Agnes D.; Dolmans, Diana H. J. M.; Verwijnen, Maarten G. M.; Heineman, Erik; Scherpbier, Albert J. J. A. – Advances in Health Sciences Education, 2008
Several reasons have been given why students should have contacts with real patients early in the undergraduate medical curriculum, i.e., in the preclinical phase. However, it is not clear exactly what effects early patient contacts have with regard to knowledge construction and the development of clinical reasoning skills. We sought students'…
Descriptors: Medical Education, Focus Groups, Educational Benefits, Experiential Learning
Busari, Jamiu O.; Scherpbier, Albert J. J. A.; van der Vleuten, Cees P. M.; Essed, Gerard G. M. – Advances in Health Sciences Education, 2006
Introduction: Many of the residents who supervise medical students in clinical practice are unfamiliar with the principles of effective supervision. Training in teaching skills is therefore seen as an effective strategy to improve the quality of clinical supervision. Method: Twenty seven medical residents were matched and assigned to an…
Descriptors: Graduate Students, Medical Students, Clinical Experience, Supervision
