TY - JOUR
T1 - Teachers as Learners
T2 - Developing Professionalism Feedback Skills via Observed Structured Teaching Encounters
AU - Tucker, Constance
AU - Choby, Beth
AU - Moore, Andrew
AU - Parker, Robert Scott
AU - Zambetti, Benjamin R.
AU - Naids, Sarah
AU - Scott, Jillian
AU - Loome, Jennifer
AU - Gaffney, Sierra
AU - Cianciolo, Anna T.
AU - Hoffman, Leslie A.
AU - Kohn, Jaden R.
AU - O'Sullivan, Patricia S.
AU - Trowbridge, Robert L.
N1 - Publisher Copyright:
© 2017 Taylor & Francis Group, LLC.
PY - 2017/10/2
Y1 - 2017/10/2
N2 - This Conversations Starter article presents a selected research abstract from the 2017 Association of American Medical Colleges Southern Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of 4 experts who shared their thoughts stimulated by the study. These thoughts explore the value of the Observed Structured Teaching Encounter in providing structured opportunities for medical students to engage with the complexities of providing peer feedback on professionalism.
AB - This Conversations Starter article presents a selected research abstract from the 2017 Association of American Medical Colleges Southern Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of 4 experts who shared their thoughts stimulated by the study. These thoughts explore the value of the Observed Structured Teaching Encounter in providing structured opportunities for medical students to engage with the complexities of providing peer feedback on professionalism.
UR - http://www.scopus.com/inward/record.url?scp=85030978524&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85030978524&partnerID=8YFLogxK
U2 - 10.1080/10401334.2017.1365001
DO - 10.1080/10401334.2017.1365001
M3 - Article
C2 - 29020524
AN - SCOPUS:85030978524
SN - 1040-1334
VL - 29
SP - 373
EP - 377
JO - Teaching and Learning in Medicine
JF - Teaching and Learning in Medicine
IS - 4
ER -