Master surgeons' operative teaching philosophies: A qualitative analysis of parallels to learning theory

Journal of Surgical Education

Volumn 69, Issue 4, 2012, Pages 493-498

  Pernar, Luise I M ^a   Ashley, Stanley W ^a   Smink, Douglas S ^a   Zinner, Michael J ^a   Peyre, Sarah E ^b  

^a BRIGHAM AND WOMEN S HOSPITAL   (United States)

^b UNIVERSITY OF ROCHESTER MEDICAL CENTER   (United States)

Author keywords

faculty development; intraoperative; learning theory; residents; surgery; Teaching

Indexed keywords

AGED; ARTICLE; CONCEPTUAL FRAMEWORK; FEMALE; HUMAN; MALE; MEDICAL EDUCATION; PRIORITY JOURNAL; QUALITATIVE ANALYSIS; STRUCTURED INTERVIEW; SURGEON; SURGICAL TRAINING;

ACADEMIC MEDICAL CENTERS; AGED; ATTITUDE OF HEALTH PERSONNEL; CLINICAL COMPETENCE; CROSS-SECTIONAL STUDIES; EDUCATION, MEDICAL, CONTINUING; EVALUATION STUDIES AS TOPIC; FACULTY, MEDICAL; HOSPITALS, TEACHING; HUMANS; INTERPROFESSIONAL RELATIONS; LEADERSHIP; LEARNING; MALE; MIDDLE AGED; PROBLEM-BASED LEARNING; PROFESSIONAL COMPETENCE; QUALITY CONTROL; QUESTIONNAIRES; SPECIALTIES, SURGICAL; TEACHING;

EID: 84861983039     PISSN: 19317204     EISSN: 18787452     Source Type: Journal    
DOI: 10.1016/j.jsurg.2012.02.002     Document Type: Article

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