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Content and timing of feedback and reflection: A multi-center qualitative study of experienced bedside teachers

Gonzalo, JD and Heist, BS and Duffy, BL and Dyrbye, L and Fagan, MJ and Ferenchick, G and Harrell, H and Hemmer, PA and Kernan, WN and Kogan, JR and Rafferty, C and Wong, R and Elnicki, MD (2014) Content and timing of feedback and reflection: A multi-center qualitative study of experienced bedside teachers. BMC Medical Education, 14 (1).

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Abstract

Background: Competency-based medical education increasingly recognizes the importance of observation, feedback, and reflection for trainee development. Although bedside rounds provide opportunities for authentic workplace-based implementation of feedback and team-based reflection strategies, this relationship has not been well described. The authors sought to understand the content and timing of feedback and team-based reflection provided by bedside teachers in the context of patient-centered bedside rounds.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Gonzalo, JD
Heist, BSbrh60@pitt.eduBRH60
Duffy, BL
Dyrbye, L
Fagan, MJ
Ferenchick, G
Harrell, H
Hemmer, PA
Kernan, WN
Kogan, JR
Rafferty, C
Wong, R
Elnicki, MD
Date: 10 October 2014
Date Type: Publication
Journal or Publication Title: BMC Medical Education
Volume: 14
Number: 1
DOI or Unique Handle: 10.1186/1472-6920-14-212
Schools and Programs: School of Medicine > Medicine
Refereed: Yes
Date Deposited: 21 Dec 2016 20:44
Last Modified: 30 Mar 2021 10:55
URI: http://d-scholarship.pitt.edu/id/eprint/29482

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