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Coaching to improve self‐directed learning
dc.contributor.authorWolff, Margaret
dc.contributor.authorStojan, Jennifer
dc.contributor.authorBuckler, Stacie
dc.contributor.authorCranford, James
dc.contributor.authorWhitman, Laurie
dc.contributor.authorGruppen, Larry
dc.contributor.authorSanten, Sally
dc.date.accessioned2020-08-10T20:54:15Z
dc.date.availableWITHHELD_13_MONTHS
dc.date.available2020-08-10T20:54:15Z
dc.date.issued2020-08
dc.identifier.citationWolff, Margaret; Stojan, Jennifer; Buckler, Stacie; Cranford, James; Whitman, Laurie; Gruppen, Larry; Santen, Sally (2020). "Coaching to improve self‐directed learning." The Clinical Teacher 17(4): 408-412.
dc.identifier.issn1743-4971
dc.identifier.issn1743-498X
dc.identifier.urihttps://hdl.handle.net/2027.42/156178
dc.publisherWiley Periodicals, Inc.
dc.publisherACGME
dc.titleCoaching to improve self‐directed learning
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelMedical Education
dc.subject.hlbtoplevelHealth Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/156178/2/tct13109.pdfen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/156178/1/tct13109_am.pdfen_US
dc.identifier.doi10.1111/tct.13109
dc.identifier.sourceThe Clinical Teacher
dc.identifier.citedreferenceSargeant J, Lockyer JM, Mann K, et al. The R2C2 model in residency education. Acad Med 2018; 93 ( 7 ): 1055 – 1063.
dc.identifier.citedreferenceChang A, Chou CL, Teherani A, Hauer KE. Clinical skills‐related learning goals of senior medical students after performance feedback. Med Educ 2011; 45 ( 9 ): 878 – 885.
dc.identifier.citedreferenceKeister DM, Hansen SE, Dostal J. Teaching resident self‐assessment through triangulation of faculty and patient feedback. Teach Learn Med 2017; 29 ( 1 ): 25 – 30.
dc.identifier.citedreferenceCutrer WB, Miller B, Pusic MV, Mejicano G, Mangrulkar RS, Gruppen LD, Hawkins RE, Skochelak SE, Moore DE Jr. Fostering the development of master adaptive learners. Acad Med 2017; 92 ( 1 ): 70 – 75.
dc.identifier.citedreferenceAccreditation Council for Graduate Medical Education. ACGME Common Program Requirements (Residency). Chicago, IL: ACGME, 2019. Available at https://www.acgme.org/Portals/0/PFAssets/ProgramRequirements/CPRResidency2019.pdf. Accessed on 11 October 2019.
dc.identifier.citedreferenceLockspeiser TM, Li S‐T, Burke A, et al. In pursuit of meaningful use of learning goals in residency: a qualitative study of pediatric residents. Acad Med. 2016; 91 ( 6 ): 839 – 846.
dc.identifier.citedreferenceHart J, Byrne‐Davis L, Wass V, Harrison C. Medical students’ action plans are not specific. Clin Teach 2019; 16 ( 3 ): 258 – 262.
dc.identifier.citedreferenceWolff M, Stojan J, Cranford J, Whitman L, Buckler S, Gruppen L, Santen S. The impact of informed self‐assessment on the development of medical students’ learning goals. Med Teach 2018; 40 ( 3 ): 296 – 301.
dc.identifier.citedreferenceLovell B. What do we know about coaching in medical education? A literature review. Med Educ 2018; 52 ( 4 ): 376 – 390.
dc.identifier.citedreferenceBounds R, Bush C, Aghera A, Rodriguez N, Stansfield RB, Santen SA. Emergency medicine residents’ self‐assessments play a critical role when receiving feedback. Acad Emerg Med 2013; 20 ( 10 ): 1055 – 1061.
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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