Teachers as Learners: Developing Professionalism Feedback Skills via Observed Structured Teaching Encounters

Constance Tucker, Beth Choby, Andrew Moore, Robert Scott Parker, Benjamin R. Zambetti, Sarah Naids, Jillian Scott, Jennifer Loome, Sierra Gaffney, Anna T. Cianciolo, Leslie A. Hoffman, Jaden R. Kohn, Patricia S. O'Sullivan, Robert L. Trowbridge

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)373-377
Number of pages5
JournalTeaching and Learning in Medicine
Volume29
Issue number4
DOIs
StatePublished - Oct 2 2017

ASJC Scopus subject areas

  • Education

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    Tucker, C., Choby, B., Moore, A., Parker, R. S., Zambetti, B. R., Naids, S., Scott, J., Loome, J., Gaffney, S., Cianciolo, A. T., Hoffman, L. A., Kohn, J. R., O'Sullivan, P. S., & Trowbridge, R. L. (2017). Teachers as Learners: Developing Professionalism Feedback Skills via Observed Structured Teaching Encounters. Teaching and Learning in Medicine, 29(4), 373-377. https://doi.org/10.1080/10401334.2017.1365001