View Item 

Show simple item record

Dental Students’ Perceived Value of Peer‐Mentoring Clinical Leadership Experiences
dc.contributor.authorSheridan, Rachel A.
dc.contributor.authorHammaker, Daniel J.
dc.contributor.authorPeralta, Tracy L.
dc.contributor.authorFitzgerald, Mark
dc.date.accessioned2020-02-05T15:06:01Z
dc.date.available2020-02-05T15:06:01Z
dc.date.issued2016-03
dc.identifier.citationSheridan, Rachel A.; Hammaker, Daniel J.; Peralta, Tracy L.; Fitzgerald, Mark (2016). "Dental Students’ Perceived Value of Peer‐Mentoring Clinical Leadership Experiences." Journal of Dental Education 80(3): 311-317.
dc.identifier.issn0022-0337
dc.identifier.issn1930-7837
dc.identifier.urihttps://hdl.handle.net/2027.42/153637
dc.publisherAmerican Dental Education Association
dc.publisherWiley Periodicals, Inc.
dc.subject.othersituational learning
dc.subject.otherdental education
dc.subject.otherdental students
dc.subject.otherpeer mentoring
dc.subject.otherpeer teaching
dc.titleDental Students’ Perceived Value of Peer‐Mentoring Clinical Leadership Experiences
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelDentistry
dc.subject.hlbtoplevelHealth Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/153637/1/jddj002203372016803tb06086x.pdf
dc.identifier.doi10.1002/j.0022-0337.2016.80.3.tb06086.x
dc.identifier.sourceJournal of Dental Education
dc.identifier.citedreferenceLopez N., Johnson S., Black N.. Does peer mentoring work? Dental students assess its benefits as an adaptive coping strategy. J Dent Educ 2010; 74 ( 11 ): 1197 – 205.
dc.identifier.citedreferenceVan der Vleuten C.P.M., Driessen E.W.. What would happen to education if we take education evidence seriously? Perspect Med Educ 2014; 3 ( 3 ): 222 – 32.
dc.identifier.citedreferenceKnowles M.S.. The modern practice of adult education: from pedagogy to andragogy. 2nd ed. St. Louis: Follett, 1980.
dc.identifier.citedreferenceJames W.B.. An analysis of perceptions of the practices of adult educators from five different settings. Proceedings of Adult Education Research Conference, No. 24, Concordia University of Montreal, Canada, 1983.
dc.identifier.citedreferenceDoymus K.. Teaching chemical equilibrium with the jigsaw technique. Res Sci Educ 2008; 38 ( 2 ): 249 – 60.
dc.identifier.citedreferencePluta W.J., Richards J., Mutnick A.. PBL and beyond: trends in collaborative learning. Teach Learn Med 2013; 25 ( Suppl 1 ): S9 – 16.
dc.identifier.citedreferenceAlFaris E.A., Naeem N., McAleer S. et al. Why a teacher‐centered medical school curriculum may result in a poor educational environment? J Contemp Med Educ 2014; 2 ( 2 ): 85 – 90.
dc.identifier.citedreferencePeriyakoil V.S., Basaviah P.. The flipped classroom paradigm for teaching palliative care skills. Virtual Mentor 2013; 15 ( 12 ): 1034 – 7.
dc.identifier.citedreferenceSharma N., Lau C.S., Doherty I., Harbutt D.. How we flipped the medical classroom. Med Teach 2014; 10: 1 – 4.
dc.identifier.citedreferenceBorges J.R., Smith B.C.. So you think you’re ready to mentor: strategies for mentoring a diverse nursing workforce. Nurse Lead 2004; 2 ( 3 ): 44 – 8.
dc.identifier.citedreferenceEisen M.. Peer‐based learning: a new‐old alternative to professional development. Adult Learning 2001; 12 ( 1 ): 9.
dc.identifier.citedreferenceJacelon C.S., Zucker D.M., Staccarini J.M., Henneman E.A.. Peer mentoring for tenure‐track faculty. J Prof Nurs 2003; 19 ( 6 ): 335 – 8.
dc.identifier.citedreferenceWong J.G., Waldrep T.D., Smith T.G.. Formal peer‐teaching in medical school improves academic performance: the MUSC supplemental instructor program. Teach Learn Med 2007; 19: 216 – 20.
dc.identifier.citedreferenceTaylor J., Faghri S., Aggarwal N. et al. Developing a peer‐mentor program for medical students. Teach Learn Med 2013; 25 ( 1 ): 97 – 102.
dc.identifier.citedreferenceWebb J., Brightwell A., Sarkar P. et al. Peer mentoring for core medical trainees: uptake and impact. Postgrad Med J 2015; 91 ( 1074 ): 188 – 92.
dc.identifier.citedreferenceEisen S., Sukhani S., Brightwell A. et al. Peer mentoring: evaluation of a novel program in pediatrics. Arch Dis Child 2014; 99 ( 2 ): 142 – 6.
dc.identifier.citedreferenceMartin M., Edwards L.. Peer learning on field work placements. Br J Occup Ther 1998; 61 ( 6 ): 249 – 52.
dc.identifier.citedreferenceCurrens J.B., Bithell C.P.. The 2:1 clinical placement model: perceptions of clinical educators and students. Physiotherapy 2003; 89 ( 4 ): 204 – 18.
dc.identifier.citedreferenceErikson G.. Peer evaluation as a teaching‐learning strategy in baccalaureate education for community health nursing. J Nurs Educ 1987; 26 ( 5 ): 204 – 6.
dc.identifier.citedreferenceDeClute J., Ladyshewsky R.. Enhancing clinical competence using a collaborative clinical education model. Phys Ther 1993; 73 ( 10 ): 683 – 9.
dc.identifier.citedreferenceGoldsmith M., Stewart L., Ferguson L.. Peer learning partnership: an innovative strategy to enhance skill acquisition in nursing students. Nurse Educ Today 2006; 26 ( 2 ): 123 – 30.
dc.identifier.citedreferenceField M., Burke J.M., McAllister D., Lloyd D.M.. Peer‐assisted learning: a novel approach to clinical skills learning for medical students. Med Educ 2007; 41 ( 4 ): 411 – 8.
dc.identifier.citedreferenceDaley L.K., Menke E., Kirkpatrick B., Sheets D.. Partners in practice: a win‐win model for clinical education. J Nurs Educ 2008; 47 ( 1 ): 30 – 2.
dc.identifier.citedreferenceChi M.T.. Active‐constructive‐interactive: a conceptual framework for differentiating learning activities. Top Cognit Sci 2009; 1 ( 1 ): 73 – 105.
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
jddj002203372016803tb06086x.pdf
Size:
276.4KB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.