Workplace mentoring of residents in generic competencies by an independent coach

[1]  I. Slootweg,et al.  Workplace mentoring of residents in generic competencies by an independent coach , 2018, Perspectives on Medical Education.

[2]  C. Watling.  The uneasy alliance of assessment and feedback , 2016, Perspectives on medical education.

[3]  J. Cohen-schotanus,et al.  A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback: Exploring its application , 2016, Medical teacher.

[4]  T. Dornan,et al.  What supervisors say in their feedback: construction of CanMEDS roles in workplace settings , 2015, Advances in Health Sciences Education.

[5]  B. Young,et al.  How do surgeons think they learn about communication? A qualitative study , 2015, Medical education.

[6]  C. V. D. van der Vleuten,et al.  What would happen to education if we take education evidence seriously? , 2014, Perspectives on medical education.

[7]  S. van Dulmen,et al.  Residents' perceived barriers to communication skills learning: comparing two medical working contexts in postgraduate training. , 2014, Patient education and counseling.

[8]  S. Wright,et al.  Doctor role modelling in medical education: BEME Guide No. 27 , 2013, Medical teacher.

[9]  P. Teunissen,et al.  A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education , 2013, Medical teacher.

[10]  T. Dornan.  Workplace learning , 2012, Perspectives on medical education.

[11]  L. Lingard,et al.  Learning from clinical work: the roles of learning cues and credibility judgements , 2012, Medical education.

[12]  Orin C. Davis,et al.  A Proposed Model for an Optimal Mentoring Environment for Medical Residents: A Literature Review , 2010, Academic medicine : journal of the Association of American Medical Colleges.

[13]  K. A. Ericsson,et al.  Deliberate practice and acquisition of expert performance: a general overview. , 2008, Academic emergency medicine : official journal of the Society for Academic Emergency Medicine.