The relationship between the educational process and students' confidence

Clinical Teacher

Volumn 5, Issue 4, 2008, Pages 226-231

  Cottrell, Scott ^a   Thammasitiboon, Satid ^a   Cannarella, Rosemarie ^a   Jacques, Mitch ^a   Shumway, James ^a  

^a WEST VIRGINIA UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 56149105573     PISSN: 17434971     EISSN: 1743498X     Source Type: Journal    
DOI: 10.1111/j.1743-498X.2008.00244.x     Document Type: Article

References (18)

1. Santana S. Medical schools branch out: Regional medical campuses on the rise. Available at: http://www.aamc.org/newsroom/reporter/oct02/ regional.htm. Accessed 5 January 2008.
2. Hem-Stokroos HH, Scherpbrier AJ, Van Der Vleuten CPM, De Vries H, Haarman HJ. How effective is a clerkship as a learning environment? Med Teach 2001; 23 (6): 599-604.
3. Denton GD, DeMott C, Pangaro LN, Hemmer PA. Narrative review: Use of student-generated logbooks in undergraduate medical education. Teach Learn Med 2006; 18 (2): 153-164.
4. Kolb D. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall; 1994.
5. Parsell G, Bligh J. Recent perspectives on clinical teaching. Med Educ 2001; 35: 409-414.
6. Schön DA. The reflective practitioner. New York: Basic Books; 1983.
7. Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: a model linking the processes and outcomes of medical students' workplace learning. Med Educ 2007; 41: 84-91.
8. Ferenchick G, Simpson D, Blackman J, DaRosa DGD. Strategies for efficient and effective teaching in the ambulatory setting. Acad Med 1997; 72 (4): 277-280.
9. DaRosa D, Dunnington GL, Sterans J, Ferenchick G, Bowen JL, Simpson D. Ambulatory teaching 'lite': Less clinical time, more educationally fulfilling. Acad Med 1997; 72 (9): 277-280.
10. Ullian JA, Bland CJ, Simpson DE. An alternative approach to defining the role of the clinical teacher. Acad Med 1994; 69 (10): 832-838.
11. Boehler ML, Rogers DA, Schwind CJ, Mayforth R, Quin J, Williams RG, Dunnington G. An investigation of medical student reactions to feedback; a randomised controlled trial. Med Educ 2006; 40: 746-749.
12. Salerno SM, O'Malley PG, Pangaro LN., et al. Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting. J Gen Intern Med 2002; 17: 779-787.
13. Ende J. Giving feedback in medical education. JAMA 1983; 250 (6): 777-781.
14. Schunk DH. Self-efficacy and cognitive skill learning. In: Ames C, Ames R, editors, Research on motivation in education, Vol. 3: Goals and cognitions. San Diego, CA.: Academic Press, 1989: 13-44.
15. Eva KW, Regehr G. Self-assessment in the health professions: A reformulation and research agenda. Acad Med 2005; 80 (10): S46-S54.
16. McMahon DJ, Chen S, MacLellan DG. Formal teaching of basic skills. NZ J Surg 1995; 65: 607-609.
17. Cervone D. Thinking about confidence. Behav Modif 2000; 24: 30-56.
18. Eva K. On the generality of specificity. Med Educ 2003; 37: 587-588.