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Learning makes sense: re-creating education for a changing future. Letchworth: Education. 2000;1994.\nSandars J. The use of reflection in medical education: AMEE guide no. 44. Medical Teacher. 2009;31(8):685–95.\nErtmer PA, Newby TJ. The expert learner: strategic, self-regulated and reflective. Instr Sci. 1996;24, 24(1).\nZimmerman BJ. Models of self-regulated learning and academic achievement. In: Zimmerman BJ, Schunk DH, editors. Self-regulated learning and academic achievement: theory, research, and practice. New York: Springer-Verlag; 1989. p. 1–26.\nThompson S, Thompson N. The critically reflective practitioner. 1st ed. New York: Palgrave Macmillan; 2008.\nBoud D, Keogh R, Walker D. Reflection: turning experience into learning. London: Kogan; 1985.\nQuirk M. Intuition and metacognition in medical education: keys to developing expertise. New York: Springer Publishing Company; 2006.\nBarnett R. The idea of higher education. Buckingham: Open University Press; 1990.\nKruger J, Dunning D. Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. J Pers Soc Psychol. 1999;77(6):1121–34.\nDornan T. Self-assessment in CPD: lessons from the UK undergraduate and postgraduate education domains. J Contin Educ Health Prof. 2008;28(1):32–7.\nCleary TJ, Sandars J. Assessing self-regulatory processes during clinical skill performance: a pilot study. Medical Teacher. 2011;33:e368–74.\nBiggs JB. Student approaches to learning and studying. Hawthorn, Victoria: Australian council for Educational Research; 1987.\nSchraw G, Dennison RS. Assessing metacognitive awareness. Contemp Educ Psychol. 1994;19:460–75.\nEmilia O, Bloomfield L, Rotem A. Measuring students’ approaches to learning in different clinical rotations. BMC Medical Education. 2012;12:114.\nPintrich PR, Smith D, Garcia T. McKeachie W. a manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: The University of Michigan; 1991.\nPintrich PR, Smith D, Garcia T, McKeachie W. Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educ Psychol Meas. 1993;53(3):801–13.\nDuncan TG, McKeachie WJ. The making of the motivated strategies for learning questionnaire. Educ Psychol. 2005;40:117–28.\nKosnin AM. Self-regulated learning and academic achievement in Malaysian undergraduates. Int Educ J. 2007;8:221–8.\nCook DA, Thompson WG, Thomas KG. The motivated strategies for learning questionnaire: score validity among medicine residents. Med Educ. 2011;45(12):1230–40.\nSandars J. Pause 2 learn: developing self-regulated learning. Med Educ. 2010;44:1117–8.\nSalamonson Y, Everett B, Koch J, Wilson I, Davidson PM. Learning strategies of first year nursing and medical students: a comparative study. Int J Nurs Stud. 2009;46(12):1541–7.\nBodkyn C, Stevens F. Self-directed learning, intrinsic motivation and student performance. Caribbean Teaching Scholar. 2015;5(2):79–93.\nHamid S, Singaram VS. Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students. African Journal of Health Professions Education. 2016;8(1 Suppl 1):104–7.\nKassab SE, Al-Shafei AI, Salem AH, Otoom S. Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis. Advances in Medical Education and Practice. 2016;6:27–34.\nKim K-J, Jang HW. Changes in medical students’ motivation and self-regulated learning: a preliminary study. Int J Med Educ. 2015;6:213–5.\nStegers-Jager KM, Schotanus J, Themmen APN. Motivation, learning strategies, participation and medical school performance. Med Educ. 2012;46(7):678–88.\nVan Nguyen H, Laohasiriwong W, Saengsuwan J, Thinkhamrop B, Wright P. The relationships between the use of self-regulated learning strategies and depression among medical students: an accelerated prospective cohort study. Psychology, Health & Medicine. 2015;20(1):59–70.\nTuran S, Konan A. Self-regulated learning strategies used in surgical clerkship and the relationship with clinical achievement. Journal of Surgical Education. 2012;69(2):218–5.\nLynn MR. Determination and quantification of content validity. Nurs Res. 1986;35(6):382-385.\nWaltz CW, Bausell RB. Nursing research: design, statistics and computer analysis. Philadelphia: F.A. Davis Co.; 1981.\ndeVellis RF. Scale development: theory and applications. 2nd ed. Thousand Oaks: California; 2003.\nEva KW, Regehr G. Self-assessment in the health professions: a reformulation and research agenda. Acad Med. 2005;80(10):S46–54.\nPintrich PR. A conceptual framework for assessing motivation and self-regulated learning in college students. Educ Psychol Rev. 2004;16(4):385–407.\nKember D. Triggers for reflection. In: Kember D, editor. Reflective teaching & learning in the health professions: action research in professional education. Oxford: Blackwell Science Ltd.; 2001. p. 152–66.\nSargeant J, Mann K, Van der Vleuten CPM, Metsemakers J. “Directed” self-assessment: practice and feedback within a social context. J Contin Educ Health Prof. 2008;28(1):47–54.\nPintrich PR. The role of goal orientation in self-regulated learning. In: Boekaerts M, Pintrich PR, Zeidner M, editors. Handbook of self regulation. San Diego: Academic Press; 2000. p. 451–502.\nVolet S, Mansfield C. Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals. High Educ Res Dev. 2006;25:341–56.\nZimmerman BJ. Self-regulation involves more than metacognition: a social cognitive perspective. Educ Psychol. 1995;30(4):217–21.\nZimmerman BJ. Attaining self-regulation: a social cognitive perspective. In: Boekaerts M, Pintrich PR, Zeidner M, editors. Handbook of self regulation. San Diego: Academic Press; 2000. p. 13–39.\nBrown A. Metacognition, executive control, self-regulation, and other more mysterious mechanism. In: Kluwe R, Weinert FE, editors. Metacognition, motivation, and understanding. Hillsdale, N.J: L. Erlbaum Associates; 1987. p. 65–116.\nFlavell JH. Metacognitive aspects of problem solving. In: Resnick LB, editor. The nature of intelligence. Hillsdale, N.J: Lawrence Erlbaum Associates; 1976. p. 231–5.\nIbabe I, Jauregizar J. Online self-assessment with feedback and metacognitive knowledge. High Educ. 2010;59(2):243–58.\nZeidner M, Boekaerts M, Self-regulation PPR. Directions and challenges for future practice. In: Boekaerts M, Pintrich PR, Zeidner M, editors. Handbook of self regulation. San Diego: Academic Press; 2000. p. 749–68.\nDavis DA, Mazmanian PE, Fordis M, Van Harrison R, Thorpe KE, Perrier L. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA. 2006;296(9):1094–102.\nGordon MJ. A review of the validity and accuracy of self-assessments in health professions training. Acad Med. 1991;66(12):762–9.\nSilver I, Campbell C, Marlow B, Sargeant J. Self-assessment and continuing professional development: the Canadian perspective. J Contin Educ Health Prof. 2008;28(1):25–31.\nDurning SJ, Cleary TJ, Sandars J, Hemmer PA, Kokotailo P, Artino AR. Viewing \"strugglers\" through a different lens: how a self-regulated learning perspective can help medical educators with assessment and remediation. Acad Med. 2011;86:488–95.\nVolet S, Vauras M, Salonen P. Self- and social regulation in learning contexts: an integrative perspective. Educ Psychol. 2009;44(4):215–26.",{"EN":220},"Reflection on learning is an essential component of effective learning. Deconstructing the components of reflection on learning using a self-regulated learning (SRL) framework, allows the assessment of students’ ability to reflect on their learning. The aim of this study was to validate an instrument to measure medical students’ reflection on their learning. A systematic search was conducted to identify the most suitable instrument to measure students’ reflection on their learning based on the theoretical framework of SRL. The search identified the Motivated Strategies for Learning Questionnaire (MSLQ) which contained five subscales: internal goal orientation, self-efficacy, critical thinking, metacognitive\u002Fself-regulation, help seeking and peer learning. Using the original MSLQ as the foundation, we carried out three phases of a research program to develop a useful set of items: an expert panel’s review of items, a substantial pilot study, and a factor analysis of ratings of a modified set of items by preclinical and final year medical students. The factor analysis of the Modified MSLQ extracted four subscales with reasonable internal consistency: self-orientation, critical thinking, self-regulation and feedback-seeking. Each subscale correlates highly with the Modified MSLQ score, with modest inter-correlations between the subscales suggesting that they are measuring different components of the total score. Medical students and their educators need to be able to monitor their learning in their complex academic and clinical environments. The Modified MSLQ provides a means of investigating and tracking individual medical students’ reflections on their learning.",{"EN":222},"Measuring medical students’ reflection on their learning: modification and validation of the motivated strategies for learning questionnaire (MSLQ)",{"VOID":224},"10.1186\u002Fs12909-018-1384-y","PUBLICATION","VERIFIED","Auto 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J, Patten S: Well-being in residency training: A survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education. 2005, 5: 21-10.1186\u002F1472-6920-5-21.\nDyrbye L, Thomas M, Shanfelt T: Medical student distress: Causes, consequences, and proposed solutions. Mayo Clin Proc. 2005, 80 (12): 1613-1622. 10.4065\u002F80.12.1613.\nFahrenkopf A, Sectish T, Barger L, Sharek P, Lewin D, Chiang V, Edwards S, Wiedermann B, Landrigan C: Rates of medication errors among depressed and burnt out residents: prospective cohort study. BMJ. 2008, 336: 488-91. 10.1136\u002Fbmj.39469.763218.BE.\nStandards for Accreditation of Residency Training Programs: The College of Family Physicians of Canada (CFPC). 2006, [http:\u002F\u002Fwww.cfpc.ca\u002FEducation_Reports_Documents\u002F]\nFinney B, Mattu G: National family medicine resident survey: Part 1: Learning environment, debt, and practice location. Can Fam Physician. 2001, 47: 117-120.\nDewitt C, Baldwin D, Daugherty S: Do residents also feel \"abused\"? Perceived mistreatment during internship. Acad Med. 1997, 72 (10 Suppl 1): S51-3.\nFrank E, Brogan D, Schiffman M: Prevalence and correlates of harassment among US women physicians. Arch Intern Med. 1998, 158 (4): 352-8. 10.1001\u002Farchinte.158.4.352.\nFrank E, Carrera J, Stratton T, Bickel J, Nora L: Experiences of belittlement and harassment and their correlates among medical students in the United States: longitudinal survey. BMJ. 2006, 1-6.\nCohen J, Leung Y, Fahey M, Hoyt L, Sinha R, Cailler L, Ramchandar K, Martin J, Patten S: The happy docs study: a Canadian Association of Interns and Residents well-being survey examining resident physician health and satisfaction within and outside of residency training in Canada. BMC Research Notes. 2008, 1 (105): 1-8.\nQuine L: Workplace bullying, psychological distress, and job satisfaction in junior doctors. Camb Q Health Ethics. 2003, 12: 91-101.\nNagata-Kobayashi S, Maeno T, Yoshizu M, Shimbo T: Universal problems during residency: Abuse and harassment. Med Educ. 2009, 43 (7): 628-636. 10.1111\u002Fj.1365-2923.2009.03388.x.\nRademakers J, van den Muijsenbergh M, Slappendel G, Lagro-Janssen A, Borleffs J: Sexual harassment during clinical clerkships in Dutch medical schools. Med Educ. 2008, 42: 452-458. 10.1111\u002Fj.1365-2923.2007.02935.x.\nKassebaum D, Cutler E: On the culture of student abuse in medical schools. Acad Med. 1998, 73: 114-58. 10.1097\u002F00001888-199810000-00064.\nWhite G: Sexual harassment during medical training the perception of medical students at a university medical school in Australia. Med Educ. 2000, 34: 980-6. 10.1046\u002Fj.1365-2923.2000.00684.x.\nWood D: Bullying and harassment in medical schools. BMJ. 2006, 333: 664-5. 10.1136\u002Fbmj.38954.568148.BE.\nOgden P, Wu E, Elnicki M, Battistone M, Cleary L, Fagan M, Friedman E, Gliatto P, Harrell H, Jennings M, Ledford C, Mechaber A, Mintz M, O'Brien K, Thomas M, Wong R: Do attending physicians, nurses, residents and medical students agree on what constitutes medical student abuse?. Acad Med. 2005, 80 (10 suppl): 580-3.\nEckenfels E, Daugherty S, Baldwin D: A socio-cultural framework for explaining perceptions of mistreatment and abuse in the professional socialization of future physicians. Annals of Behavioral Sciences and Medical Education. 1997, 4: 11-18.\nNeville A: In the age of professionalism, student harassment is alive and well. Med Educ. 2008, 42: 447-448. 10.1111\u002Fj.1365-2923.2008.03033.x.\nSilver H, Glicken A: Medical student abuse. Incidence, severity and significance. JAMA. 1990, 263: 524-32.\nCook D, Liutkus J, Risdon C, Griffith L, Guyatt G, Walter S: Residents' experiences of abuse, discrimination and sexual harassment during residency training. CMAJ. 1996, 154: 1657-1665.\nFelman P, Jones S, Shrier I: Eradicating sexual harassment during medical training. Acad Med. 1997, 72 (12): 1026-7.\nBaldwin D, Daugherty S, Rowley B: Residents' and medical students' reports of sexual harassment and discrimination. Acad Med. 1996, 71 (10 Suppl): S25-7.\nScott J, Blanshard C, Child S: Workplace bullying of junior doctors: a cross-sectional questionnaire survey. N Z Med J. 2008, 121 (1282): [http:\u002F\u002Fwww.nzma.org.nz\u002Fjournal\u002F121-1282\u002F3265\u002F]\nLebenthal A, Kaiserman I, Lernau O: Student abuse in medical school: a comparison of students' and faculty's perceptions. Isr J Med Sci. 1996, 32 (3-4): 229-38.\nNagata-Kobayashi S, Sekimoto M, Koyama H, Yamamoto W, Goto E, Fukushima O, Ino T: Medical student abuse during clinical clerkships in Japan. J Gen Intern Med. 2006, 21 (3): 212-218. 10.1111\u002Fj.1525-1497.2006.00320.x.\nAhmer S, Yousafzai AW, Bhutto N, Alam S, Sarangzai AK, Iqbal A: Bullying of medical student in Pakistan: A cross- sectional questionnaire survey. PLoS One. 2008, 3 (12): 1-4.\nMyers M: Abuse of residents: It's time to take action. CMAJ. 1996, 154: 1705-1708.\nMusselman L, MacRae H, Reznick R, Lingard L: You learn better under the gun: intimidation and harassment in surgical education. Med Educ. 2005, 39 (9): 926-34. 10.1111\u002Fj.1365-2929.2005.02247.x.\nCoverdale J, Balon R, Roberts L: Mistreatment of trainees: Verbal abuse and other bullying behaviors. Acad Psychiatry. 2009, 33: 269-273. 10.1176\u002Fappi.ap.33.4.269.\nEarle L, Kelly L: Coping strategies, depression, and anxiety among Ontario family medicine residents. Can Fam Physician. 2005, 51: 242-243.\nRichman J, Flaherty J, Rospenda K: Perceived workplace harassment experiences and problem drinking among physicians: broadening the stress\u002Falienation paradigm. Addiction. 1996, 91 (3): 391-403. 10.1111\u002Fj.1360-0443.1996.tb02288.x.\nAccreditation and the issue of intimidation and harassment in postgraduate medical education. The College of Family Physicians of Canada (CFPC). 2004, [http:\u002F\u002Fwww.cfpc.ca\u002FuploadedFiles\u002FEducation\u002FIntimidation_and_Harassment_en.pdf]\nDillman D: Mail and telephone surveys: The total design method. 1978, New York: Wiley-Interscience\nDillman D: Mail and internet surveys: The total design method. 2007, New York: Wiley, 2\nNora L, McLaughlin M, Fosson S, Stratton T, Murphy-Spencer A, Fincher R, German D, Seiden D, Witzke D: Gender discrimination and sexual harassment in medical education: Perspectives gained by a 14-school study. Acad Med. 2002, 77 (12 Pt 1): 1226-34.\nLubitz R, Nguyen D: Medical student abuse during third-year clerkships. JAMA. 1996, 275 (5): 414-416. 10.1001\u002Fjama.275.5.414.\nFeldman P, Jones S, Shrier I: Eradicating sexual harassment during medical training. Acad Med. 1997, 72 (12): 1026-7.\nHinze S: 'Am I being over-sensitive?' Women's experience of sexual harassment during medical training. Health (London). 2004, 8 (1): 101-127. 10.1177\u002F1363459304038799.\nCrutcher R, Mann P, Baumber J, Hofmeister M, Armson H: The merging of cultures: The Alberta international medical graduate program experience. At the Interface of Culture and Medicine. Edited by: Waugh, Szafran and Crutcher (eds). 2011, University of Alberta Press\nMoscarello R, Margittai K, Rossi M: Difference in abuse reported by female and male Canadian medical students. CMAJ. 1994, 150: 357-363.\nQuinn B: The paradox of complaining: Law, humor, and harassment in the everyday work world. Law & Social Inquiry. 2000, 25 (4): 1151-1185. 10.1111\u002Fj.1747-4469.2000.tb00319.x.\nThe pre-publication history for this paper can be accessed here:http:\u002F\u002Fwww.biomedcentral.com\u002F1472-6920\u002F11\u002F88\u002Fprepub",{"EN":332},"Despite there being considerable literature documenting learner distress and perceptions of mistreatment in medical education settings, these concerns have not been explored in-depth in Canadian family medicine residency programs. The purpose of the study was to examine intimidation, harassment and\u002For discrimination (IHD) as reported by Alberta family medicine graduates during their two-year residency program. A retrospective questionnaire survey was conducted of all (n = 377) family medicine graduates from the University of Alberta and University of Calgary who completed residency training during 2001-2005. The frequency, type, source, and perceived basis of IHD were examined by gender, age, and Canadian vs international medical graduate. Descriptive data analysis (frequency, crosstabs), Chi-square, Fisher's Exact test, analysis of variance, and logistic regression were used as appropriate. Of 377 graduates, 242 (64.2%) responded to the survey, with 44.7% reporting they had experienced IHD while a resident. The most frequent type of IHD experienced was in the form of inappropriate verbal comments (94.3%), followed by work as punishment (27.6%). The main sources of IHD were specialist physicians (77.1%), hospital nurses (54.3%), specialty residents (45.7%), and patients (35.2%). The primary basis for IHD was perceived to be gender (26.7%), followed by ethnicity (16.2%), and culture (9.5%). A significantly greater proportion of males (38.6%) than females (20.0%) experienced IHD in the form of work as punishment. While a similar proportion of Canadian (46.1%) and international medical graduates (IMGs) (41.0%) experienced IHD, a significantly greater proportion of IMGs perceived ethnicity, culture, or language to be the basis of IHD. Perceptions of IHD are prevalent among family medicine graduates. Residency programs should explicitly recognize and robustly address all IHD concerns.",{"EN":334},"Family medicine graduates' perceptions of intimidation, harassment, and discrimination during residency training",{"VOID":336},"10.1186\u002F1472-6920-11-88","https:\u002F\u002Fbmcmededuc.biomedcentral.com\u002Farticles\u002F10.1186\u002F1472-6920-11-88",[339,354,369,387,399],{"id":340,"sortIndex":248,"researcher":18,"roles":341,"affiliations":342,"properties":351},"6b507674-6654-4468-9033-640a8d26f9f7",[233],[343],{"id":18,"sortIndex":19,"affiliation":344,"properties":18},{"id":345,"createTime":346,"updateTime":346,"relativeEntities":347,"slug":18,"properties":348,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"5212e637-25ed-4789-b805-8b9c81998eb6","2023-12-12T08:34:26.981+00:00",[],{"title":349},{"VI":350},"Department of Family Medicine, University of Alberta, Edmonton, Canada",{"title":352},{"VI":353},"Olga Szafran",{"id":355,"sortIndex":264,"researcher":18,"roles":356,"affiliations":357,"properties":366},"a9ab6680-acc7-4093-86b6-f6e77a79a1f7",[233],[358],{"id":18,"sortIndex":19,"affiliation":359,"properties":18},{"id":360,"createTime":361,"updateTime":361,"relativeEntities":362,"slug":18,"properties":363,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"c5c1414e-d68a-4d60-8336-e5d7ff189c1d","2024-01-05T21:16:48.828+00:00",[],{"title":364},{"VI":365},"Undergraduate Medical Education, University of Calgary, Calgary, Canada",{"title":367},{"VI":368},"Wayne Woloschuk",{"id":370,"sortIndex":371,"researcher":18,"roles":372,"affiliations":373,"properties":384},"d5a60c09-3f79-46f1-9e48-d5bab8a2624d",3,[233],[374],{"id":18,"sortIndex":19,"affiliation":375,"properties":18},{"id":376,"createTime":377,"updateTime":378,"relativeEntities":379,"slug":380,"properties":381,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"54fc11e6-bac3-455a-b251-54bf682f9277","2023-12-03T08:24:29.978+00:00","2024-11-27T09:44:25.020+00:00",[],"Department-of-Family-Medicine-University-of-Calgary-Calgary-Canada",{"title":382},{"VI":383},"Department of Family Medicine, University of Calgary, Calgary, Canada",{"title":385},{"VI":386},"Fatima Chatur",{"id":388,"sortIndex":19,"researcher":18,"roles":389,"affiliations":390,"properties":396},"fd10fac8-2dde-468f-b106-915c0ccca74b",[233],[391],{"id":18,"sortIndex":19,"affiliation":392,"properties":18},{"id":376,"createTime":377,"updateTime":378,"relativeEntities":393,"slug":380,"properties":394,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},[],{"title":395},{"VI":383},{"title":397},{"VI":398},"Rodney A Crutcher",{"id":400,"sortIndex":137,"researcher":18,"roles":401,"affiliations":402,"properties":408},"d37b70f9-6f41-477a-8775-7a1558f24ac0",[233],[403],{"id":18,"sortIndex":19,"affiliation":404,"properties":18},{"id":376,"createTime":377,"updateTime":378,"relativeEntities":405,"slug":380,"properties":406,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},[],{"title":407},{"VI":383},{"title":409},{"VI":410},"Chantal Hansen",{"url":337,"publisher":412,"properties":446},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":413,"slug":10,"properties":414,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":417,"manageAffiliations":418,"indexDatabases":419,"url":118,"thumbnailPath":18,"statistic":441,"gsStatistic":18,"type":205,"analyzePriority":18},[],{"issn":415,"title":416},{"VOID":13},{"EN":15},[],[],[420,427,434],{"id":63,"indexDatabase":421,"url":76,"indexYears":77,"academicFieldIds":426,"indexDatabaseRanking":81},{"id":65,"createTime":66,"updateTime":67,"relativeEntities":422,"label":423,"description":424,"key":73,"publicationTags":425,"standard":18},[],{"EN":70,"VI":70},{"EN":70,"VI":72},[75],[79,80],{"id":83,"indexDatabase":428,"url":98,"indexYears":18,"academicFieldIds":433,"indexDatabaseRanking":18},{"id":85,"createTime":86,"updateTime":87,"relativeEntities":429,"label":430,"description":431,"key":94,"publicationTags":432,"standard":18},[],{"EN":90,"VI":90},{"VI":92,"EN":93},[96,97],[100],{"id":102,"indexDatabase":435,"url":98,"indexYears":18,"academicFieldIds":440,"indexDatabaseRanking":18},{"id":104,"createTime":105,"updateTime":106,"relativeEntities":436,"label":437,"description":438,"key":113,"publicationTags":439,"standard":18},[],{"EN":109,"VI":109},{"VI":111,"EN":112},[115,97],[117],{"impactFactor":19,"impactFactorByYear":442,"i10Index":132,"i10IndexLast5Year":133,"totalPublication":134,"totalPublicationByYear":443,"totalCitation":160,"totalCitationByYear":444,"totalCitationPerPublication":182,"totalCitationPerPublicationByYear":445,"hindexLast5Year":204,"hindex":204},{"2012":121,"2013":122,"2014":123,"2015":124,"2016":125,"2017":121,"2018":126,"2019":127,"2020":128,"2021":129,"2022":130,"2023":131},{"2001":136,"2002":137,"2003":138,"2004":139,"2005":140,"2006":141,"2007":142,"2008":143,"2009":144,"2010":145,"2011":146,"2012":147,"2013":148,"2014":149,"2015":150,"2016":151,"2017":152,"2018":153,"2019":154,"2020":155,"2021":156,"2022":157,"2023":158,"2024":159},{"2002":138,"2003":162,"2004":163,"2005":164,"2006":165,"2007":166,"2008":167,"2009":168,"2010":169,"2011":170,"2012":171,"2013":172,"2014":173,"2015":174,"2016":175,"2017":176,"2018":177,"2019":178,"2020":179,"2021":180,"2022":181},{"2002":184,"2003":185,"2004":186,"2005":187,"2006":188,"2007":189,"2008":190,"2009":191,"2010":192,"2011":193,"2012":194,"2013":195,"2014":196,"2015":197,"2016":198,"2017":199,"2018":200,"2019":137,"2020":201,"2021":202,"2022":203},{"volume":447,"pages":449},{"VOID":448},"11",{"VOID":450},"1-7","2011-10-24",2011,{"id":454,"createTime":455,"updateTime":456,"relativeEntities":457,"slug":458,"properties":459,"entityType":225,"verifyStatus":226,"verifyTime":456,"verifyNote":227,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":468,"fullTextUrl":18,"authors":469,"publicationType":278,"publisherRelationship":549,"citationCount":18,"citationInfo":18,"publishDate":589,"publishYear":590,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":18,"openAccess":18,"references":18,"isForceReanalyzing":321},"280adf8a-57d6-4e10-9a59-500455d1769b","2024-02-11T14:33:47.776+00:00","2025-01-12T23:58:48.480+00:00",[],"The-role-of-feedback-in-improving-the-effectiveness-of-workplace-based-assessments-a-systematic-review",{"references":460,"abstract":462,"title":464,"doi":466},{"VOID":461},"Van De Ridder JM, Stokking KM, Mcgaghie WC, Ten Cate OT: What is feedback in clinical education?. Med Educ. 2008, 42: 189-197. 10.1111\u002Fj.1365-2923.2007.02973.x.\nNorcini J, Burch V: Workplace-based assessment as an educational tool: AMEE Guide No 31. Med Teach. 2007, 29: 855-871. 10.1080\u002F01421590701775453.\nMiller A, Archer J: Impact of workplace based assessment on doctors' education and performance: a systematic review. BMJ. 2010, 341: c5064-10.1136\u002Fbmj.c5064.\nBerlin JA, University of Pennsylvania Meta-analysis Blinding Study Group: Does blinding of readers affect the results of meta-analyses?. Lancet. 1997, 350 (9072): 185-186.\nColthart I, Bagnall G, Evans A, Allbutt H, Haig A, Illing J, McKinstry B: The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice. BEME Guide No 10. Med Teach. 2008, 30 (2): 124-145. 10.1080\u002F01421590701881699.\nKirkpatrick D: Evaluation of Training. Training and Development Handbook. Edited by: Craig R, Bittel L. 1967, McGraw-Hill, New York, 131-167.\nArcher J, McGraw M, Davies H: Republished paper: Assuring validity of multisource feedback in a national programme. Postgrad Med J. 2010, 86 (1019): 526-31. 10.1136\u002Fpgmj.2008.146209rep.\nBullock AD, Hassell A, Markham WA, Wall DW, Whitehouse AB: How ratings vary by staff group in multi-source feedback assessment of junior doctors. Med Educ. 2009, 43 (6): 516-520. 10.1111\u002Fj.1365-2923.2009.03333.x.\nBurford B, Illing J, Kergon C, Morrow G, Livingston M: User perceptions of multi-source feedback tools for junior doctors. Med Educ. 2010, 44 (2): 165-76. 10.1111\u002Fj.1365-2923.2009.03565.x. Epub 2010 Jan 5\nCanavan C, Holtman MC, Richmond M, Katsufrakis PJ: The quality of written comments on professional behaviors in a developmental multisource feedback program. Acad Med. 2010, 85 (10 Suppl): S106-S109.\nViolato C, Lockyer JM, Fidler H: Changes in performance: a 5-year longitudinal study of participants in a multi-source feedback programme. Med Educ. 2008, 42 (10): 1007-1013. 10.1111\u002Fj.1365-2923.2008.03127.x.\nSargeant J, Mann K, Sinclair D, van der Vleuten C, Metsemakers J: Challenges in multisource feedback: intended and unintended outcomes. Med Educ. 2007, 41: 583-591. 10.1111\u002Fj.1365-2923.2007.02769.x.\nSargeant J, Mann K, Ferrier S: Exploring family physicians' reactions to multisource feedback: perceptions of credibility and usefulness. Med Educ. 2005, 39 (5): 497-504. 10.1111\u002Fj.1365-2929.2005.02124.x.\nWeller JM, Jones A, Merry AF, Jolly B, Saunders D: Investigation of trainee and specialist reactions to the mini-Clinical Evaluation Exercise in anaesthesia: implications for implementation. Br J Anaesth. 2009, 103 (4): 524-30. 10.1093\u002Fbja\u002Faep211.\nWeller JM, Jolly B, Misur MP, Merry AF, Jones A, Crossley JG, Pedersen K, Smith K: Mini-clinical evaluation exercise in anaesthesia training. Br J Anaesth. 2009, 102 (5): 633-641. 10.1093\u002Fbja\u002Faep055.\nHolmboe ES, Yepes M, Williams F, Huot SJ: Feedback and the mini clinical evaluation exercise. J Gen Intern Med. 2004, 19 (5 Pt 2): 558-561.\nJames K, Cross K, Lucarotti ME, Fowler AL, Cook TA: Undertaking procedure-based assessment is feasible in clinical practice. Ann R Coll Surg Engl. 2009, 91 (2): 110-112. 10.1308\u002F003588409X359286.\nMarriott J, Purdie H, Crossley J, Beard JD: Evaluation of procedure-based assessment for assessing trainees' skills in the operating theatre. Br J Surg. 2010, 98 (3): 450-457.\nMurphy DJ, Bruce DA, Mercer SW, Eva KW: The reliability of workplace-based assessment in postgraduate medical education and training: a national evaluation in general practice in the United Kingdom. Adv Health Sci Educ Theory Pract. 2009, 14 (2): 219-232. 10.1007\u002Fs10459-008-9104-8.\nCohen SN, Farrant PB, Taibjee SM: Assessing the assessments: U.K. dermatology trainees' views of the workplace assessment tools. Br J Dermatol. 2009, 16 (1): 34-39.\nJohnson G, Barrett J, Jones M, Parry D, Wade W: Feedback from educational supervisors and trainees on the implementation of curricula and the assessment system for core medical training. Clin Med. 2008, 8 (5): 484-489.\nAbdulla A: A critical analysis of mini peer assessment tool (mini-PAT). J R Soc Med. 2008, 101: 22-26. 10.1258\u002Fjrsm.2007.070077.\nHattie J, Timperley H: The power of feedback. Rev Educ Res. 2007, 77: 81-112. 10.3102\u002F003465430298487.\nHewson MG, Little ML: Giving feedback in medical education: verification of recommended techniques. J Gen Intern Med. 1998, 13: 111-116. 10.1046\u002Fj.1525-1497.1998.00027.x.\nEnde J: Feedback in clinical medical education. JAMA. 1983, 250: 777-781. 10.1001\u002Fjama.1983.03340060055026.\nSaedon H, Saedon MH, Aggarwal SP: Workplace-based assessment as an educational tool: Guide supplement 31.3--viewpoint. Med Teach. 2010, 32 (9): e369-e372. 10.3109\u002F01421590903548547.\nPapettas T, Saedon H, Saedon M: Opportunities for learning in the surgical workplace and how they can be exploited: a practical guide. Br J Hosp Med (Lond). 2011, 72 (12): 707-710.\nMcKinley RK, Williams V, Stephenson C: Improving the content of feedback. Clin Teach. 2010, 7: 161-166. 10.1111\u002Fj.1743-498X.2010.00380.x.\nThe pre-publication history for this paper can be accessed here:http:\u002F\u002Fwww.biomedcentral.com\u002F1472-6920\u002F12\u002F25\u002Fprepub",{"EN":463},"With recent emphasis placed on workplace based assessment (WBA) as a method of formative performance assessment, there is limited evidence in the current literature regarding the role of feedback in improving the effectiveness of WBA. The aim of this systematic review was to elucidate the impact of feedback on the effectiveness of WBA in postgraduate medical training. Searches were conducted using the following bibliographic databases to identify original published studies related to WBA and the role of feedback: Medline (1950-December 2010), Embase (1980-December 2010) and Journals@Ovid (English language only, 1996-December 2010). Studies which attempted to evaluate the role of feedback in WBA involving postgraduate doctors were included. 15 identified studies met the inclusion criteria and minimum quality threshold. They were heterogeneous in methodological design. 7 studies focused on multi source feedback, 3 studies were based on mini-clinical evaluation exercise, 2 looked at procedural based assessment, one study looked at workplace based assessments in general and 2 studies looked at a combination of 3 to 6 workplace based assessments. 7 studies originated from the United Kingdom. Others were from Canada, the United States and New Zealand. Study populations were doctors in various grades of training from a wide range of specialties including general practice, general medicine, general surgery, dermatology, paediatrics and anaesthetics. All studies were prospective in design, and non-comparative descriptive or observational studies using a variety of methods including questionnaires, one to one interviews and focus groups. The evidence base contains few high quality conclusive studies and more studies are required to provide further evidence for the effect of feedback from workplace based assessment on subsequent performance. There is, however, good evidence that if well implemented, feedback from workplace based assessments, particularly multisource feedback, leads to a perceived positive effect on practice.",{"EN":465},"The role of feedback in improving the effectiveness of workplace based assessments: a systematic review",{"VOID":467},"10.1186\u002F1472-6920-12-25","https:\u002F\u002Fbmcmededuc.biomedcentral.com\u002Farticles\u002F10.1186\u002F1472-6920-12-25",[470,485,500,517,532],{"id":471,"sortIndex":19,"researcher":18,"roles":472,"affiliations":473,"properties":482},"b57889ee-d691-4706-ab20-c4156ade8633",[233],[474],{"id":18,"sortIndex":19,"affiliation":475,"properties":18},{"id":476,"createTime":477,"updateTime":477,"relativeEntities":478,"slug":18,"properties":479,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"223c1b4e-f9cd-4e54-b8e9-63710171e31a","2024-01-28T22:53:29.536+00:00",[],{"title":480},{"VI":481},"Department of Ophthalmology, Heart of England NHS Foundation Trust, Birmingham, UK",{"title":483},{"VI":484},"Habiba Saedon",{"id":486,"sortIndex":264,"researcher":18,"roles":487,"affiliations":488,"properties":497},"8d39fc19-de1f-4d36-8e0b-c0dda561f629",[233],[489],{"id":18,"sortIndex":19,"affiliation":490,"properties":18},{"id":491,"createTime":492,"updateTime":492,"relativeEntities":493,"slug":18,"properties":494,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"96b8d314-d2fa-4126-ad48-6bd29867e9c4","2024-02-13T22:48:44.603+00:00",[],{"title":495},{"VI":496},"Department of Vascular Surgery, Freeman Hospital, Newcastle upon Tyne, UK",{"title":498},{"VI":499},"Arun 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HY, Wang IT, Hang HM, Hang DH, Hsu DY. Self-efficacy of teaching for creativity for nursing faculty in Taiwan: a preliminary study. Nurs Educ Perspect. 2019; in press.\nLiu HY, Kuo CL, Shen MH, Lee PY, Lee PY, Ku YL. Evaluating faculties and students satisfaction of a nursing practicum project workshop in northern Taiwan. J Nur Res Pract. 2018;2(2):16–9.\nHuang PS, Peng SL, Chen HC, Tseng LC, Hsu LC. The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity. Think Skills Creat. 2017;25:1–9.\nHsu Y, Peng LP, Wang JH, Liang C. Revising the imaginative capability and creative capability scales: testing the relationship between imagination and creativity among agriculture students. Int J Learn Teach Educ Res. 2014;6(1):57–70.\nKu YL, Lee PY, Shen MH, Kuo CL. Constructing and evaluating a nursing capstone course for cultivating creativity in RN-BSN students in Taiwan. J Nurs Educ Pract. 2014;4(7):1–10.\nKu YL, Kuo CL. Develop a framework of creative thinking teaching mode for RN-BSN students on the basis of the creative process of clinical nurses in Taiwan. Inov Educ Teach Int. 2016;53:424–34.\nPeng SL, Cheng BL, Chen HC. The effects of classroom goal structures on the creativity of junior high school students. Educ Psychol. 2013;33(5):540–60.\nMa X, Yang Y, Wang X, Zang Y. An integrative review: developing and measuring creativity in nursing. Nurs Educ Today. 2018;62:1–8.\nAmabile TM. A model of creativity and innovation in organizations. Res Organ Behav. 1988;10(1):123–67.\nNeal A, Griffin MA, Hart PM. The impact of organizational climate on safety climate and individual behavior. Saf Sci. 2000;34:99–109.\nZheng JJ, Jin SH, Ma GY. The measurement of organizational innovation climate and its moderating effect in the relationship between employees’ innovation ability and innovation performance. Acta Psychologic Sinica. 2009;41:1203–14.\nJaiswal NK, Dhar RL. Transformational leadership, innovation climate, creative self-efficacy and employee creativity: a multilevel study. Int J Hosp Manag. 2015;51:30–41.\nHsu CW, Chang YL, Wu IC, Shu FP. Applications of hierarchical linear models on influence of creative climate of schools and effective teaching on creativity-teaching behaviors. Creative J. 2011;2:87–112.\nLin PF, Chiou HJ. Construction and related study of the inventory of self-efficacy for creative teaching. J Educ Res Dev. 2008;4:141–70.\nChang YL, Chen HC, Hsu CC. Belief of creativity and self-efficacy for creativity-teaching’s effect on teaching behaviors for creativity. Fu Hsing Kang Acad J. 2010;99:151–72.\nOzkal N. Relationships between teachers’ creativity fostering behaviors and their self-efficacy beliefs. Educ Res Rev. 2014;9(18):724–33.\nCayirdag N. Creativity fostering teaching: impact of creative self-efficacy and teacher efficacy. Educ Sci Theor Pract. 2017;17(6):1959–75.\nHaase J, Hoff E, Hanel P, Innes-Ker A. A meta-analysis of the relation between creative self-efficacy and different creativity measurements. Creat Res J. 2018;30(1):1–16.\nBandura A. Self-efficacy mechanism in human agency. Am Psychol. 1982;37:122–47.\nMeristo M, Eisenschmidt E. Novice teachers’ perceptions of school climate and self-efficacy. Int J Educ Res. 2014;67:1–10.\nAldridge JM, Barry JF. Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learn Environ Res. 2016;19(2):291–307.\nTierney P, Farmer SM. Creative self-efficacy: its potential antecedents and relationship to creative performance. Acad Manag J. 2002;45(6):1137–48.\nGong Y, Huang JC, Farh JL. Employee learning orientation, transformational leadership, and employee creativity: the mediating role of employee creative self-efficacy. Acad Manag J. 2009;52(4):765–78.\nJaiswal NK, Dhar RL. Transformational leadership, innovation climate, creative self-efficacy and employee creativity: a multilevel study. Int J Hospitality Manag. 2015;51:30–41.\nJaiswal NK, Dhar RL. Fostering employee creativity through transformational leadership: moderating role of creative self-efficacy. Creat Res J. 2016;28(3):367–71.\nWang P, Rode JC, Shi K, Luo Z, Chen W. A workgroup climate perspective on the relationships among transformational leadership, workgroup diversity, and employee creativity. Group Org Manag. 2013;38(3):334–60.\nChiu IC. A study on the relationship between innovative climate and innovative teaching among teachers’ perceptions in elementary school in Taipei city. Forum of Educ Admin. 2017;9(1):28–48.\nLitwin G, Stringer R. Motivation and organizational climate. Boston: Harvard University Press; 1968.\nCohen JA. Power primer. Psychol Bull. 1992;112:155–9.\nBaron RM, Kenny DA. The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. J Pers Soc Psychol. 1986;51:1173–82.\nHair JF, Black WC, Babin BJ, Anderson RE. Multivariate data analysis. 7th ed. New Jersey: Prentice Hall; 2010.\nHayes AF. Introduction to mediation, moderation, and conditional process analysis: a regression-based approach. New York: Guilford; 2013. p. 207–44.",{"EN":601},"Considerable attention has been paid to the variables for creative abilities of teachers and the creative climate of the schools in which they teach, as well as the direct relationships between these variables. However, research on the indirect links between these variables concerning creativity in higher education has been limited. Researches on creative teaching behaviors among health care teachers are scant, particularly in Taiwan. This study used a cross-sectional descriptive design to investigate potential mediating and moderating effects of Taiwanese health care school teachers’ creative teaching self-efficacy and a school’s creative climate, the relationship between these variables, and the relationship between creative teaching self-efficacy and creative teaching behaviors. Participants were purposively selected from five vocational and technical health care schools in Northern Taiwan representing the departments of nursing, gerontological care and management, and nutrition and health. Data were collected from five self-report questionnaires regarding teaching, the school environment, and creativity. Data were analyzed using Pearson’s correlation coefficient and simple and hierarchical multiple regression models. A total of 53 teachers completed the questionnaires. Pearson’s correlation analysis showed the teamwork component of school creative climate was correlated with the creative teaching behavior of characteristics and motivations. The mediation model indicated creative teaching self-efficacy fully mediated the effect of teamwork on teachers’ characteristics and motivations. The moderation model indicated that teamwork negatively moderated the effect of teachers’ creative teaching abilities for characteristics and motivations on creative teaching behaviors (β = − 0.01, p \u003C 0.001). Our findings fill a gap in the literature regarding creative teaching behaviors and school climate in Taiwan. School teachers’ creative teaching self-efficacy and creative teaching abilities are crucial mediating and moderating variables on the relationship between school creative climate and creative teaching behaviors, respectively. The empirical data confirm the validity of our proposed mediation and moderation models of creative teaching behaviors. Therefore, our findings may be effective references for health care teachers regarding creative teaching. Improving creative teaching behaviors of teachers responsible for educating students in health care schools could be facilitated by enhancing teachers’ creative self-efficacy and creative abilities.",{"EN":603},"Creative teaching behaviors of health care school teachers in Taiwan: mediating and moderating effects",{"VOID":605},"10.1186\u002Fs12909-019-1641-8","https:\u002F\u002Fbmcmededuc.biomedcentral.com\u002Farticles\u002F10.1186\u002Fs12909-019-1641-8",[608,623],{"id":609,"sortIndex":248,"researcher":18,"roles":610,"affiliations":611,"properties":620},"9d1daaa4-4f98-4e57-8935-1342a6ad1bd9",[233],[612],{"id":18,"sortIndex":19,"affiliation":613,"properties":18},{"id":614,"createTime":615,"updateTime":615,"relativeEntities":616,"slug":18,"properties":617,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"4089d79b-73ea-407d-8028-95eef2a35c5c","2024-01-22T02:08:58.042+00:00",[],{"title":618},{"VI":619},"School of Nursing, Chang Gung University of Science and Technology, Taoyuan, Republic of China",{"title":621},{"VI":622},"I-Teng 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duty hours have recently been under criticism, with concerns for resident and patient well-being. Historically, call shifts have been long, and some residency training programs have now restricted shift lengths. Data and opinions about the effects of such restrictions are conflicting. The Internal Medicine Residency Program at Dalhousie University recently moved from a traditional call structure to a day float\u002Fnight float system. This study evaluated how this change in duty hours affected resident perceptions in several key domains. Senior residents from an internal medicine training program in Canada responded to an anonymous online survey immediately before and 6 months after the implementation of duty hour reform. The survey contained questions relating to three major domains: resident wellness, ability to deliver quality health care, and medical education experience. Mean pre- and post-intervention scores were compared using the t-test for paired samples. Twenty-three of 27 (85 %) senior residents completed both pre- and post-reform surveys. Residents perceived significant changes in many domains with duty hour reform. These included improved general wellness, less exposure to personal harm, fewer feelings of isolation, less potential for error, improvement in clinical skills expertise, increased work efficiency, more successful teaching, increased proficiency in medical skills, more successful learning, and fewer rotation disruptions. Senior residents in a Canadian internal medicine training program perceived significant benefits in medical education experience, ability to deliver healthcare, and resident wellness after implementation of duty hour reform.",{"EN":697},"Resident duty hour modification affects perceptions in medical education, general wellness, and ability to provide patient 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LK, Ayas NT, Cade BE, Cronin JW, Rosner B, Speizer FE, Czeisler CA. Impact of extended-duration shifts on medical errors, adverse events, and attentional failures. PLoS Med. 2006;3(12):e487.",{"id":18,"text":791,"url":18,"identifiers":18},"Barger LK, Cade BE, Ayas NT, Cronin JW, Rosner B, Speizer FE, Czeisler CA, Harvard Work Hours, Health, and Safety Group. Extended work shifts and the risk of motor vehicle crashes among interns. N Engl J Med. 2005;352(2):125–34.",{"id":18,"text":793,"url":18,"identifiers":18},"Marcus CL, Loughlin GM. Effect of sleep deprivation on driving safety in housestaff. Sleep. 1996;19(10):763–6.",{"id":18,"text":795,"url":18,"identifiers":18},"Steele MT, Ma OJ, Watson WA, Thomas Jr HA, Muelleman RL. The occupational risk of motor vehicle collisions for emergency medicine residents. Acad Emerg Med. 1999;6(10):1050–3.",{"id":18,"text":797,"url":18,"identifiers":18},"Lockley SW, Cronin JW, Evans EE, Cade BE, Lee CJ, Landrigan CP, Rothschild JM, Katz JT, Lilly CM, Stone PH, Aeschbach D, Czeisler CA, Harvard Work Hours, Health and Safety Group. Effect of reducing interns’ weekly work hours on sleep and attentional failures. N Engl J Med. 2004;351(18):1829–37.",{"id":18,"text":799,"url":18,"identifiers":18},"Gohar A, Adams A, Gertner E, Sackett-Lundeen L, Heitz R, Engle R, Haus E, Bijwadia J. Working memory capacity is decreased in sleep-deprived internal medicine residents. J Clin Sleep Med. 2009;5(3):191–7.",{"id":18,"text":801,"url":18,"identifiers":18},"Ayas NT, Barger LK, Cade BE, Hashimoto DM, Rosner B, Cronin JW, Speizer FE, Czeisler CA. Extended work duration and the risk of self-reported percutaneous injuries in interns. JAMA. 2006;296(9):1055–62.",{"id":18,"text":803,"url":18,"identifiers":18},"Shanafelt TD, Bradley KA, Wipf JE, Back AL. Burnout and self-reported patient care in an internal medicine residency program. Ann Intern Med. 2002;136(5):358–67.",{"id":18,"text":805,"url":18,"identifiers":18},"Grantcharov TP, Bardram L, Funch-Jensen P, Rosenberg J. Laparoscopic performance after one night on call in a surgical department: prospective study. BMJ. 2001;323(7323):1222–3.",{"id":18,"text":807,"url":18,"identifiers":18},"Taffinder NJ, McManus IC, Gul Y, Russell RC, Darzi A. Effect of sleep deprivation on surgeons’ dexterity on laparoscopy simulator. Lancet. 1998;352(9135):1191.",{"id":18,"text":809,"url":18,"identifiers":18},"Brandenberger J, Kahol K, Feinstein AJ, Ashby A, Smith M, Ferrara JJ. Effects of duty hours and time of day on surgery resident proficiency. Am J Surg. 2010;200(6):814–8. discussion 818–9.",{"id":18,"text":811,"url":18,"identifiers":18},"Lingenfelser T, Kaschel R, Weber A, Zaiser-Kaschel H, Jakober B, Kuper J. Young hospital doctors after night duty: their task-specific cognitive status and emotional condition. Med Educ. 1994;28(6):566–72.",{"id":18,"text":813,"url":18,"identifiers":18},"National Steering Committee On Resident Duty Hours. Fatigue, risk, & excellence: towards a pan-canadian consensus on resident duty hours. 2013.",{"id":18,"text":815,"url":18,"identifiers":18},"Parshuram CS, Amaral AC, Ferguson ND, Baker GR, Etchells EE, Flintoft V, Granton J, Lingard L, Kirpalani H, Mehta S, Moldofsky H, Scales DC, Stewart TE, Willan AR, Friedrich JO, Canadian Critical Care Trials Group. Patient safety, resident well-being and continuity of care with different resident duty schedules in the intensive care unit: a randomized trial. CMAJ. 2015;187(5):321–9.",{"id":18,"text":817,"url":18,"identifiers":18},"Landrigan CP, Rothschild JM, Cronin JW, Kaushal R, Burdick E, Katz JT, Lilly CM, Stone PH, Lockley SW, Bates DW, Czeisler CA. Effect of reducing interns’ work hours on serious medical errors in intensive care units. N Engl J Med. 2004;351(18):1838–48.",{"id":18,"text":819,"url":18,"identifiers":18},"Patel MS, Volpp KG, Small DS, Hill AS, Even-Shoshan O, Rosenbaum L, Ross RN, Bellini L, Zhu J, Silber JH. Association of the 2011 ACGME resident duty hour reforms with mortality and readmissions among hospitalized Medicare patients. JAMA. 2014;312(22):2364–73.",{"id":18,"text":821,"url":18,"identifiers":18},"Fabreau G, Elliott M, Khanna S, Minty E, Wallace JE, de Grood J, Lewin A, Brown G, Bharwani A, Gilmour J, Lemaire JB. Shifting perceptions: a pre-post study to assess the impact of a senior resident rotation bundle. BMC Med Educ. 2013;13:115-6920-13-115.",{"id":18,"text":823,"url":18,"identifiers":18},"Dawson D, Reid K. Fatigue, alcohol and performance impairment. Nature. 1997;388(6639):235.",{"id":18,"text":825,"url":18,"identifiers":18},"Waters F, Bucks RS. Neuropsychological effects of sleep loss: implication for neuropsychologists. J Int Neuropsychol Soc. 2011;17(4):571–86.",{"id":18,"text":827,"url":18,"identifiers":18},"Cappuccio FP, Bakewell A, Taggart FM, Ward G, Ji C, Sullivan JP, Edmunds M, Pounder R, Landrigan CP, Lockley SW, Peile E, Warwick EWTD Working Group. Implementing a 48 h EWTD-compliant rota for junior doctors in the UK does not compromise patients’ safety: assessor-blind pilot comparison. QJM. 2009;102(4):271–82.",{"id":18,"text":829,"url":18,"identifiers":18},"Blum AB, Raiszadeh F, Shea S, Mermin D, Lurie P, Landrigan CP, Czeisler CA. US public opinion regarding proposed limits on resident physician work hours. BMC Med. 2010;8:33-7015-8-33.",{"id":18,"text":831,"url":18,"identifiers":18},"Kolb DA. Experiential learning: experience as the source of learning and development: Prentice-Hall Englewood Cliffs, NJ. 1984.",{"id":18,"text":833,"url":18,"identifiers":18},"Boor K, Van Der Vleuten C, Teunissen P, Scherpbier A, Scheele F. Development and analysis of D-RECT, an instrument measuring residents’ learning climate. Med Teach. 2011;33(10):820–7.",{"id":18,"text":835,"url":18,"identifiers":18},"Baldwin Jr DC, Daugherty SR. Sleep deprivation and fatigue in residency training: results of a national survey of first- and second-year residents. Sleep. 2004;27(2):217–23.",{"id":18,"text":837,"url":18,"identifiers":18},"Papp KK, Stoller EP, Sage P, Aikens JE, Owens J, Avidan A, Phillips B, Rosen R, Strohl KP. The effects of sleep loss and fatigue on resident-physicians: a multi-institutional, mixed-method study. Acad Med. 2004;79(5):394–406.",{"id":18,"text":839,"url":18,"identifiers":18},"Leonard C, Fanning N, Attwood J, Buckley M. The effect of fatigue, sleep deprivation and onerous working hours on the physical and mental wellbeing of pre-registration house officers. Ir J Med Sci. 1998;167(1):22–5.",{"id":18,"text":841,"url":18,"identifiers":18},"Gander P, Purnell H, Garden A, Woodward A. Work patterns and fatigue-related risk among junior doctors. Occup Environ Med. 2007;64(11):733–8.",{"id":843,"createTime":844,"updateTime":845,"relativeEntities":846,"slug":847,"properties":848,"entityType":225,"verifyStatus":226,"verifyTime":857,"verifyNote":227,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":858,"fullTextUrl":18,"authors":859,"publicationType":278,"publisherRelationship":913,"citationCount":19,"citationInfo":953,"publishDate":955,"publishYear":956,"citationAnalyzeStatus":17,"lastCitationAnalyze":957,"indexDatabases":18,"openAccess":18,"references":958,"isForceReanalyzing":321},"74a92159-a3af-4e2c-8070-d724ac14e57f","2023-12-13T02:28:43.913+00:00","2026-04-21T23:58:14.578+00:00",[],"Development-of-a-questionnaire-to-measure-teachers-student-centred-perspectives-based-on-the-Onion-Model",{"abstract":849,"title":851,"doi":853,"gsPaper":855},{"EN":850},"Teachers with a teacher-centred perspective have difficulties applying student-centred approaches in Problem Based Learning (PBL) because they are inclined to show teacher-centred behaviours. The six aspects explained in Korthagen’s Onion Model (environment, behaviour, competencies, beliefs, identity, and mission) are assumed to contribute to teachers’ perspectives, showing that both the environment and personal characteristics influence behaviours. For teachers to function properly in PBL, those six aspects should reflect a student-centred perspective. Previous instruments to measure teaching perspectives focused on only a few of these relevant aspects. Therefore, we developed the Student-Centred Perspective of Teachers (SCPT) questionnaire with subscales for each aspect in the Onion Model. This study aimed to provide evidence for its internal and external validity. The SCPT was distributed in a survey to 795 teachers from 20 medical schools. For the internal validation, Confirmatory Factor Analysis was performed to analyse theoretical fit model validation, convergent validation, and discriminant validation. For the external validation, teachers’ perspective scores were compared among three groups of amount of PBL training using Analysis of Variance (ANOVA) and post-hoc Least Significant Difference (LSD) tests. The p-value for all tests was set at .05. A total of 543 out of 795 teachers (68.3%) participated. Confirmatory Factor Analysis showed the evidence of the SCPT’s internal validation with acceptable fit for the six subscales measured by 19 items and the following Composite Reliability scores: environment (.72), behaviour (.74), competencies (.63), beliefs (.55), identity (.76), and mission (.60). All items’ factors loadings reached a good standard (.5 or greater). Only the environment subscale had the Average Variance Extracted (AVE) score higher than .5 and the Maximum Shared Variance score lower than the AVE score. ANOVA and Post-hoc LSD tests showed that teachers who participated in more PBL training showed significantly higher student-centred perspectives, providing evidence for external validity. The SCPT is a reliable and valid instrument to measure teaching perspectives. Identifying aspects that do not represent the adoption of a student-centred perspective may provide valuable input for faculty development in the context of PBL.",{"EN":852},"Development of a questionnaire to measure teachers’ student-centred perspectives based on the Onion Model",{"VOID":854},"10.1186\u002Fs12909-022-03547-9",{"VOID":856},"[\"15624708280632542278\"]","2024-05-03T23:37:11.128+00:00","https:\u002F\u002Fbmcmededuc.biomedcentral.com\u002Farticles\u002F10.1186\u002Fs12909-022-03547-9",[860,879,896],{"id":861,"sortIndex":248,"researcher":18,"roles":862,"affiliations":863,"properties":874},"28c5f7db-5e09-4396-899d-d1ccbcf459b3",[233],[864],{"id":18,"sortIndex":19,"affiliation":865,"properties":18},{"id":866,"createTime":867,"updateTime":868,"relativeEntities":869,"slug":870,"properties":871,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"484f0aa9-1ca4-4ea4-884a-872a4c7ecc9f","2024-01-10T06:31:49.876+00:00","2024-10-06T14:56:27.245+00:00",[],"Department-of-Educational-Development-and-Research-Faculty-of-Health-Medicine-and-Life-Sciences-Maastricht-University-Maastricht-The-Netherlands",{"title":872},{"VI":873},"Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands",{"title":875,"gsAuthor":877},{"VI":876},"Jeroen J. 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Problem-based learning: future challenges for educational practice and research. Med Educ. 2005;39(7):732–41. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1365-2929.2005.02205.x.","https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1365-2929.2005.02205.x",{"mag":963,"openalex":964,"pm":965,"doi":966},"2150853818","W2150853818","15960794","10.1111\u002Fj.1365-2929.2005.02205.x",{"id":18,"text":968,"url":969,"identifiers":970},"Frambach JM, Driessen EW, Chan LC, van der Vleuten CPM. Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning. Med Educ. 2012;46(8):738–47. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1365-2923.2012.04290.x.","https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1365-2923.2012.04290.x",{"mag":971,"openalex":972,"pm":973,"doi":974},"1873319167","W1873319167","22803751","10.1111\u002Fj.1365-2923.2012.04290.x",{"id":18,"text":976,"url":977,"identifiers":978},"Hussain RMR, wan Mamat WH, Salleh N, Saat RM, Harland T. Problem-based learning in Asian universities. Stud High Educ. 2007;32(6):761–72. https:\u002F\u002Fdoi.org\u002F10.1080\u002F03075070701685171.","https:\u002F\u002Fdoi.org\u002F10.1080\u002F03075070701685171",{"mag":979,"openalex":980,"doi":981},"2065629558","W2065629558","10.1080\u002F03075070701685171",{"id":18,"text":983,"url":984,"identifiers":985},"Kwan CY. PBL in Health Science Education: what is in a name 50 years after inception? J Med Education. 2019;23(3):182–7. https:\u002F\u002Fdoi.org\u002F10.6145\u002Fjme.201909_23(3).0005.","https:\u002F\u002Fdoi.org\u002F10.6145\u002Fjme.201909_23(3).0005",{"doi":986},"10.6145\u002Fjme.201909_23(3).0005",{"id":18,"text":988,"url":989,"identifiers":990},"Leatemia LD, Susilo AP, van Berkel H. Self-directed learning readiness of Asian students: students’ perspective on a hybrid problem based learning Curriculum. Int J Med Educ. 2016;7:385–92. https:\u002F\u002Fdoi.org\u002F10.5116\u002Fijme.582e.021b.","https:\u002F\u002Fdoi.org\u002F10.5116\u002Fijme.582e.021b",{"mag":991,"pmc":992,"openalex":993,"pm":994,"doi":995},"2558270535","5149424","W2558270535","27915308","10.5116\u002Fijme.582e.021b",{"id":18,"text":997,"url":998,"identifiers":999},"Korthagen F. Inconvenient truths about teacher learning: towards professional development 3.0. Teach Teach: Theory Pract. 2016;23(4):1–19. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13540602.2016.1211523.","https:\u002F\u002Fdoi.org\u002F10.1080\u002F13540602.2016.1211523",{"doi":1000},"10.1080\u002F13540602.2016.1211523",{"id":18,"text":1002,"url":1003,"identifiers":1004},"Gwee MCE. Globalisation of problem-based learning (PBL): cross-cultural implications. Kaohsiung J Med Sci. 2008;24(Suppl 3):S14-22. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS1607-551X(08)70089-5.","http:\u002F\u002Fdx.doi.org\u002F10.1016\u002Fs1607-551x(08)70089-5",{"doi":1005},"10.1016\u002Fs1607-551x(08)70089-5",{"id":18,"text":1007,"url":1008,"identifiers":1009},"Pratt DD, Arseneau R, Collins JB. Reconsidering ‘good teaching’ across the continuum of medical education. J Contin Educ Health Prof. 2001;21(2):70–81. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fchp.1340210203.","https:\u002F\u002Fdoi.org\u002F10.1002\u002Fchp.1340210203",{"mag":1010,"openalex":1011,"pm":1012,"doi":1013},"2122965106","W2122965106","11420868","10.1002\u002Fchp.1340210203",{"id":18,"text":1015,"url":1016,"identifiers":1017},"Trigwell K, Prosser M. Development and use of the approaches to teaching inventory. 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Maastricht: Maastricht University Press; 1998.",{},{"id":18,"text":1059,"url":1060,"identifiers":1061},"Jacobs JCG, van Luijk SJ, van Berkel H, van der Vleuten CPM, Croiset G, Scheele F. Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers in student-centred Medical education. Med Teach. 2012;34(7):e483–91. https:\u002F\u002Fdoi.org\u002F10.3109\u002F0142159X.2012.668630.","https:\u002F\u002Fdoi.org\u002F10.3109\u002F0142159x.2012.668630",{"mag":1062,"openalex":1063,"pm":1064,"doi":1065},"2161585355","W2161585355","22746966","10.3109\u002F0142159x.2012.668630",{"id":18,"text":1067,"url":1068,"identifiers":1069},"Abu-Alruz J, Khasawneh S. Professional identity of faculty members at higher education institutions: a criterion for workplace success. Res Post-Compuls Educ. 2013;18(4):431–42. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13596748.2013.847235.","https:\u002F\u002Fdoi.org\u002F10.1080\u002F13596748.2013.847235",{"mag":1070,"openalex":1071,"doi":1072},"1999211251","W1999211251","10.1080\u002F13596748.2013.847235",{"id":18,"text":1074,"url":1075,"identifiers":1076},"Beijaard D, Verloop N, Vermunt JD. Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teach Teach Educ. 2000;16(7):749–64. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0742-051X(00)00023-8.","https:\u002F\u002Fdoi.org\u002F10.1016\u002Fs0742-051x(00)00023-8",{"mag":1077,"openalex":1078,"doi":1079},"2171021345","W2171021345","10.1016\u002Fs0742-051x(00)00023-8",{"id":18,"text":1081,"url":1082,"identifiers":1083},"Cecero JJ, Prout TA. The Faculty Spirituality Questionnaire and its relationship to teaching style. Relig Educ. 2014;41(1):100–12. https:\u002F\u002Fdoi.org\u002F10.1080\u002F15507394.2014.855084.","https:\u002F\u002Fdoi.org\u002F10.1080\u002F15507394.2014.855084",{"mag":1084,"openalex":1085,"doi":1086},"2074071984","W2074071984","10.1080\u002F15507394.2014.855084",{"id":18,"text":1088,"url":1089,"identifiers":1090},"Bolhuis S, Voeten MJM. Teachers’ conceptions of student learning and own learning. Teach Teach: Theory Pract. 2004;10(1):77–98. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13540600320000170936.","https:\u002F\u002Fdoi.org\u002F10.1080\u002F13540600320000170936",{"mag":1091,"openalex":1092,"doi":1093},"1974659959","W1974659959","10.1080\u002F13540600320000170936",{"id":18,"text":1095,"url":1096,"identifiers":1097},"Collins JB, Pratt DD. The teaching perspectives inventory at 10 years and 100,000 respondents: reliability and validity of a teacher self-report inventory. 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Discovering statistics using SPSS. London: Sage Publications; 2005.","https:\u002F\u002Fwww.goodreads.com\u002Fbook\u002Fshow\u002F339991.Discovering_Statistics_Using_SPSS",{"isbn":1112,"isbn13":1113},"0761944516","9780761944515",{"id":18,"text":1115,"url":1116,"identifiers":1117},"Arifin WN, Yusof MSB. Confirmatory factor analysis of the Universiti Sains Malaysia Emotional Quotient Inventory among medical students in Malaysia. SAGE Open. 2016:1–9. https:\u002F\u002Fdoi.org\u002F10.1177\u002F2158244016650240","https:\u002F\u002Fdoi.org\u002F10.1177\u002F2158244016650240",{"mag":1118,"openalex":1119,"doi":1120},"2398291989","W2398291989","10.1177\u002F2158244016650240",{"id":1122,"text":1123,"url":1124,"identifiers":1125},"4c68646b-0035-4279-8000-0006b275d4fa","Hair J, Black W, Babin B, Anderson R. Multivariate data analysis. Upper Saddle River, NJ, USA: Prentice-Hall, Inc; 2010. https:\u002F\u002Fwww.academia.edu\u002F40813533\u002FSev_enth_Edit_ion_Multivariate_Data_Analysis_Hair_Black_Babin_Anderson. Accessed 29 July 2020","https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10440-022-00541-7",{"doi":1126},"10.1007\u002Fs10440-022-00541-7",{"id":18,"text":1128,"url":1129,"identifiers":1130},"Farmer EA. Faculty development for problem-based learning. Eur J Dent Educ. 2004;8(2):59–66. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1600-0579.2003.00337.x.","https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1600-0579.2003.00337.x",{"mag":1131,"openalex":1132,"pm":1133,"doi":1134},"2130747388","W2130747388","15059081","10.1111\u002Fj.1600-0579.2003.00337.x",{"id":1136,"createTime":1137,"updateTime":1137,"relativeEntities":1138,"slug":18,"properties":1139,"entityType":225,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1148,"fullTextUrl":18,"authors":1149,"publicationType":278,"publisherRelationship":1269,"citationCount":18,"citationInfo":18,"publishDate":1307,"publishYear":685,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":18,"openAccess":18,"references":18,"isForceReanalyzing":321},"c42fad2a-640c-44df-bb4f-b2e8e92202a3","2024-01-24T23:58:10.129+00:00",[],{"references":1140,"abstract":1142,"title":1144,"doi":1146},{"VOID":1141},"Lee JK, Slack MK, Martin J, Ehrman C, Chisholm-Burns M. Geriatric patient care by U.S. pharmacists in healthcare teams: systematic review and meta-analyses. J Am Geriatr Soc. 2013;61:1119–27.\nBurke JM, Miller WA, Spencer AP, Crank CW, Adkins L, Bertch KE, Ragucci DP, Smith WE, Valley AW. Clinical pharmacist competencies. Pharmacotherapy. 2008;28:806–15.\nWoodard LJ, McKennon S, Danielson J, Knuth J, Odegard P. An elective course to train student pharmacists to deliver a community-based group diabetes prevention program. Am J Pharm Educ. 2016;80:106.\nChu TS, Weed HG, Yang PC. Recommendations for medical education in Taiwan. J Formos Med Assoc. 2009;108:830–3.\nJoint Commission of Taiwan. Guidelines for the 2-year Medical Vocational Training Course: Joint Commission of Taiwan. 2012. http:\u002F\u002Fwww.tjcha.org.tw\u002FFrontStage\u002Fpage.aspx?ID=5DDE57A5-EE32-47DC-B4EE-BD70E32522F7&PID=F119DC8B-752D-4971-A868-C109A44118C5. Accessed 22 Mar 2015.\nNorcini JJ, Blank LL, Duffy FD, Fortna GS. The mini-CEX: a method for assessing clinical skills. Ann Intern Med. 2003;138:476–81.\nGauthier S, Cavalcanti R, Goguen J, Sibbald M. Deliberate practice as a framework for evaluating feedback in residency training. Med Teach. 2015;37:551–7.\nHolmboe ES, Sherbino J, Long DM, Swing SR, Frank JR. The role of assessment in competency-based medical education. Med Teach. 2010;32(8):676–82.\nKim S, Willett LR, Noveck H, Patel MS, Walker JA, Terregino CA. Implementation of a mini-CEX requirement across all third-year clerkships. Teach Learn Med. 2016;28:424–31.\nChen W, Lin CC, Huang CC, Tsai CH, Tsai CH. Implementation of the mini-CEX (clinical evaluation exercise): experiences and preliminary results. J Med Education. 2006;10:232–9.\nWorld Health Organization. The role of the pharmacist in the health care system. 1994. http:\u002F\u002Fapps.who.int\u002Fmedicinedocs\u002Fpdf\u002Fh2995e\u002Fh2995e.pdf. Accessed 22 Aug 2018.\nRayal Pharmaceutical Society of Great Britain. 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Am J Pharm Educ. 2013;77:24.\nJoint FIP\u002FWHO guidelines on good pharmacy practice: standards for quality of pharmacy services. https:\u002F\u002Fwww.fip.org\u002Fwww\u002Fuploads\u002Fdatabase_file.php?id=331&table_id=. Accessed 15 May 2019.\nKogan JR, Holmboe ES, Hauer KE. Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review. JAMA. 2009;302:1316–26.\nLiu C. An introduction to workplace-based assessments. Gastroenterol Hepatol Bed Bench. 2012;5:24–8.\nIssenberg SB, McGaghie WC. Clinical skills training—practice makes perfect. Med Educ. 2002;36:210–1.\nHolmboe ES, Huot S, Chung J, Norcini J, Hawkins RE. Construct validity of the miniclinical evaluation exercise (miniCEX). Acad Med. 2003;78:826–30.\nGovaerts MJ, Van de Wiel MW, Schuwirth LW, Van de Vleuten CP, Muijtjens AM. Workplace-based assessment: raters' performance theories and constructs. Adv Health Sci Educ Theory Pract. 2013;18:375–96.\nLiao KC, Pu SJ, Liu MS, Yang CW, Kuo HP. Development and implementation of a mini-clinical evaluation exercise (mini-CEX) program to assess the clinical competencies of internal medicine residents: from faculty development to curriculum evaluation. BMC Med Educ. 2013;13:31.\nArora VM, Berhie S, Horwitz LI, Saathoff M, Staisiunas P, Farnan JM. Using standardized videos to validate a measure of handoff quality: the handoff mini-clinical examination exercise. J Hosp Med. 2014;9:441–6.\nChen W, Lai MM, Li TC, Chen PJ, Chan CY, Lin CC. Professional development is enhanced by serving as a mini-CEX preceptor. J Contin Educ Heal Prof. 2011;31:225–30.\nYeh FY, Dai SH, Chang HC. Using mini-CEX to evaluate teaching results and promote pharmacy service. Formos J Clinic Pharma. 2015;23:288–95.",{"EN":1143},"Clinical pharmacists must have a complex combination of academic knowledge and practical experience that integrates all aspects of practice. Taiwan’s Ministry of Health and Welfare in 2007 launched the Postgraduate Year (PGY) training program to increase the standard of pharmaceutical care. This study aims to develop a pharmacist-specific Chinese-language Mini-Clinical Evaluation Exercise (Mini-CEX) to evaluate the professional development of postgraduate year trainees. The specialized Mini-CEX was developed based on the core competencies of pharmacists, published literature, and expert opinion. A pilot test and evaluator workshop were held prior to the administration of the main test. Fifty-three samples were recruited. The main study was conducted at two regional teaching hospitals and a medical center teaching hospital in Taiwan between February and June 2012. The results were analyzed with the kappa statistic (inter-rater reliability) and descriptive statistics, while the Kruskal-Wallis test was used to examine the PGY trainees’ Mini-CEX scores based on their performances. Trainees who had recently completed PGY programs (C-PGY) and 2nd year PGY trainees (PGY2) earned excellent scores, while the 1st year PGY trainees (PGY1) earned satisfactory scores in overall performance. C-PGY and PGY2 trainees also performed significantly better than PGY1 trainees in the organization and efficiency domain, and the communication skills domain. This study demonstrates the feasibility of using the newly developed pharmacist-specific Chinese-language version of the Mini-CEX instrument to evaluate the core competencies of PGY trainees in clinical settings.",{"EN":1145},"The development and use of a pharmacist-specific Mini-CEX for postgraduate year trainees in Taiwan",{"VOID":1147},"10.1186\u002Fs12909-019-1602-2","https:\u002F\u002Fbmcmededuc.biomedcentral.com\u002Farticles\u002F10.1186\u002Fs12909-019-1602-2",[1150,1165,1180,1207,1225,1242,1257],{"id":1151,"sortIndex":371,"researcher":18,"roles":1152,"affiliations":1153,"properties":1162},"025378e2-b48e-432c-8c58-b52f590a446c",[233],[1154],{"id":18,"sortIndex":19,"affiliation":1155,"properties":18},{"id":1156,"createTime":1157,"updateTime":1157,"relativeEntities":1158,"slug":18,"properties":1159,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"c23b252a-b854-4437-b59d-422e271c80d9","2024-01-24T23:58:10.183+00:00",[],{"title":1160},{"VI":1161},"Department of Pharmacy. Cathay General Hospital, Taipei, Taiwan. School of Pharmacy. Taipei Medical University, Taipei, Taiwan",{"title":1163},{"VI":1164},"Wan-Tsui Huang",{"id":1166,"sortIndex":248,"researcher":18,"roles":1167,"affiliations":1168,"properties":1177},"d1b46baf-c15a-4a73-84a8-81776d594144",[233],[1169],{"id":18,"sortIndex":19,"affiliation":1170,"properties":18},{"id":1171,"createTime":1172,"updateTime":1172,"relativeEntities":1173,"slug":18,"properties":1174,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"a1d0aaa2-034a-45e9-89ec-248010f0a72c","2024-01-24T23:58:10.152+00:00",[],{"title":1175},{"VI":1176},"Medical Quality Department, Taipei Medical University-Shuang Ho Hospital, New Taipei City, Taiwan",{"title":1178},{"VI":1179},"Tzu-Hsuan Lu",{"id":1181,"sortIndex":264,"researcher":18,"roles":1182,"affiliations":1183,"properties":1204},"ae9b8eba-3ee2-4945-b397-5c2aed484952",[233],[1184,1194],{"id":1185,"sortIndex":248,"affiliation":1186,"properties":1193},"379b22e8-4e78-42e2-b285-d00ce8aef7fb",{"id":1187,"createTime":1188,"updateTime":1188,"relativeEntities":1189,"slug":18,"properties":1190,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"6c86fb48-060c-44aa-bc68-479628486e79","2024-02-10T18:11:19.835+00:00",[],{"title":1191},{"VI":1192},"Department of Pharmacy, Taipei Medical University Hospital, Taipei, Taiwan",{},{"id":18,"sortIndex":19,"affiliation":1195,"properties":18},{"id":1196,"createTime":1197,"updateTime":1198,"relativeEntities":1199,"slug":1200,"properties":1201,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"7fd131a1-a291-45d1-afa1-b8f8020b3603","2023-12-08T01:20:09.820+00:00","2025-02-02T07:11:05.885+00:00",[],"School-of-Pharmacy-College-of-Pharmacy-Taipei-Medical-University-Taipei-Taiwan",{"title":1202},{"VI":1203},"School of Pharmacy, College of Pharmacy, Taipei Medical University, Taipei, Taiwan",{"title":1205},{"VI":1206},"Shu-Chen Chien",{"id":1208,"sortIndex":1209,"researcher":18,"roles":1210,"affiliations":1211,"properties":1222},"33cb67d0-8704-4df4-bd4f-522fb9fa8082",5,[233],[1212],{"id":18,"sortIndex":19,"affiliation":1213,"properties":18},{"id":1214,"createTime":1215,"updateTime":1216,"relativeEntities":1217,"slug":1218,"properties":1219,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"09f2d4b9-613b-4384-99d5-652ea79d78a5","2024-01-24T23:58:10.206+00:00","2025-06-11T22:52:34.254+00:00",[],"Changhua-Christian-Hospital-Chunghua-Taiwan",{"title":1220},{"VI":1221},"Changhua Christian Hospital, Chunghua, Taiwan",{"title":1223},{"VI":1224},"Cho-Yu 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guidelines on hand hygiene in health care. World Health Organisation. July 2019. https:\u002F\u002Fwww.who.int\u002Fpublications\u002Fi\u002Fitem\u002Fwho-guidelines-on-hand-hygiene-in-health-care. Accessed 12 October 2020.\nHagel S, Ludewig K, Pletz MW, Frosinski J, Moeser A, Wolkewitz M, et al. Effectiveness of a hospital-wide infection control programme on the incidence of healthcare-associated infections and associated severe sepsis and septic shock: a prospective interventional study. Clin Microbiol Infect. 2019 Apr;25(4):462–468. DOI: https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.cmi.2018.07.010.\nNair SS, Hanumantappa R, Hiremath SG, Siraj MA, Raghunath P. Knowledge, Attitude, and Practice of Hand Hygiene among Medical and Nursing Students at a Tertiary Health Care Centre in Raichur, India. ISRN Prev Med. 2014;2014:608927. DOI:https:\u002F\u002Fdoi.org\u002F10.1155\u002F2014\u002F608927\nCresswell P, & Monrouxe L. ‘And you’ll suddenly realise ‘I’ve not washed my hands’: medical students’, junior doctors’ and medical educators’ narratives of hygiene behaviours. BMJ Open 2018;8:e018156. doi: https:\u002F\u002Fdoi.org\u002F10.1136\u002Fbmjopen-2017-018156.\nBloomfield SF, Aiello AE, Cookson B, O’Boyle C, Larson EL. The effectiveness of hand hygiene procedures in reducing the risks of infections in home and community settings, including handwashing and alcohol-based hand sanitizers. Am J Infect Control. 2007;35(10): S27-S64. DOI:https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ajic.2007.07.001\nWHO Coronavirus Disease (COVID-19) Dashboard. World Health Organisation October 2020. https:\u002F\u002Fcovid19.who.int\u002Ftable. Accessed 20 October 2020.\nPopulation, total - Sri Lanka. The World Bank. 2019. https:\u002F\u002Fdata.worldbank.org\u002Findicator\u002FSP.POP.TOTL?locations=LK. Accessed 21 October 2020.\nJayarajah U, Athapathu AS, Jayawardane BAAJ, Prasanth S, Seneviratne SN. Hygiene practices during clinical training: knowledge, attitudes and practice among a cohort of South Asian Medical students. BMC Med Educ. 2019;19(1):157. DOI:https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs12909-019-1582-2\nAriyaratne MHJD, Gunasekara TDCP, Weerasekara MM,, Kottahachchi J, Kudavidanage BP, Fernando SSN. Knowledge, attitudes and practices of hand hygiene among final year medical and nursing students at the University of Sri Jayewardenepura. Sri Lankan Journal of Infectious Diseases. 2013;3(1):15–25. DOI: https:\u002F\u002Fdoi.org\u002F10.4038\u002Fsljid.v3i1.4761\nCambil-Martin, J., Fernandez-Prada, M., Gonzalez-Cabrera, J., Rodriguez-Lopez, C., Almaraz-Gomez, A., Lana-Perez, A., & Bueno-Cavanillas, A. (2020). Comparison of knowledge, attitudes and hand hygiene behavioral intention in medical and nursing students. Journal of Preventive Medicine and Hygiene, 61(1), E9–E14. https:\u002F\u002Fdoi.org\u002F10.15167\u002F2421-4248\u002Fjpmh2020.61.1.741\nSuchomel M, Leslie RA, Parker AE, Macinga DR. How long is enough? Identification of product dry-time as a primary driver of alcohol-based hand rub efficacy. Antimicrob Resist Infect Control.2018; 7: 65. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs13756-018-0357-6\nPittet D, Allegranzi B, Sax H, Dharan S, Pessoa-Silva CL, Donaldson L, et al. WHO Global Patient Safety Challenge, World Alliance for Patient Safetet al. Evidence-based model for hand transmission during patient care and the role of improved practices. Lancet Infect Dis. 2006 Oct;6(10):641–52. DOI: https:\u002F\u002Fdoi.org\u002F10.1016\u002FS1473-3099(06)70600-4.\nWeber DJ, Anderson D, Rutala WA. The role of the surface environment in healthcare-associated infections. Curr Opin Infect Dis. 2013 Aug;26(4):338–44. DOI: https:\u002F\u002Fdoi.org\u002F10.1097\u002FQCO.0b013e3283630f04.\nWhitby M, Pessoa-Silva CL, McLaws ML, Allegranzi B, Sax H, Larson E, Seto WH, Donaldson L, Pittet D. Behavioural considerations for hand hygiene practices: the basic building blocks. J Hosp Infect. 2007;65(1):1–8. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jhin.2006.09.026.\nPittet D, Simon A, Hugonnet S, Pessoa-Silva CL, Sauvan V, Perneger TV. Hand hygiene among physicians: performance, beliefs, and perceptions. Ann Intern Med. 2004 Jul 6;141(1):1–8. DOI: https:\u002F\u002Fdoi.org\u002F10.7326\u002F0003-4819-141-1-200407060-00008.\nGardner B. A review and analysis of the use of ‘habit’ in understanding, predicting and influencing health-related behaviour. Health Psychol Rev. 2015;9(3):277–95. doi: https:\u002F\u002Fdoi.org\u002F10.1080\u002F17437199.2013.876238.\nGifford R, Nilsson A. Personal and social factors that influence pro-environmental concern and behaviour: a review. Int J Psychol. 2014 Jun;49(3):141–57. DOI: https:\u002F\u002Fdoi.org\u002F10.1002\u002Fijop.12034.\nErasmus V, Otto S, De Roos E, van Eijsden R, Vos MC, Burdorf A, et al. Assessment of correlates of hand hygiene compliance among final year medical students: a cross-sectional study in the Netherlands. BMJ Open. 2020;10(2):e029484.\nFeather A, Stone SP, Wessier A, Boursicot KA, Pratt C. ‘Now please wash your hands’: the handwashing behaviour of final MBBS candidates. J Hosp Infect. 2000 May;45(1):62–4. DOI: https:\u002F\u002Fdoi.org\u002F10.1053\u002Fjhin.1999.0705.\nZakeri H, Ahmadi F, Rafeemanesh E, Saleh LA. The knowledge of hand hygiene among the healthcare workers of two teaching hospitals in Mashhad. Electr Phys. 2017;9(8):5159–5165. DOI: https:\u002F\u002Fdoi.org\u002F10.19082\u002F5159.\nGolin AP, Choi D, Ghahary A. Hand sanitizers: A review of ingredients, mechanisms of action, modes of delivery, and efficacy against coronaviruses. Am J Infect Control. 2020 Sep;48(9):1062–1067. DOI: https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ajic.2020.06.182.\nKampf G, Ruselack S, Eggerstedt S, Nowak N, Bashir M. Less and less-influence of volume on hand coverage and bactericidal efficacy in hand disinfection. BMC Infect Dis. 2013;13:472. DOI:https:\u002F\u002Fdoi.org\u002F10.1186\u002F1471-2334-13-472\nKampf G, Marschall S, Eggerstedt S, Ostermeyer C. Efficacy of ethanol-based hand foams using clinically relevant amounts: a cross-over controlled study among healthy volunteers. BMC Infect Dis. 2010;10:78. https:\u002F\u002Fdoi.org\u002F10.1186\u002F1471-2334-10-78.\nKaur R, Razee H, Seale H. Exploring the approaches used to teach concepts of hand hygiene to Australian medical students. J Infect Prev. 2015;16(4):162–6. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1757177415580466.\nWHO Guidelines on Hand Hygiene in Health Care: First Global Patient Safety Challenge Clean Care Is Safer Care. World Health Organization. Geneva. 2009. https:\u002F\u002Fwww.ncbi.nlm.nih.gov\u002Fbooks\u002FNBK144026\u002F. Accessed on 16 October 2020.",{"EN":1318},"Poor compliance with hand hygiene practices among medical students poses a risk for cross-infection. It has become more critical during the COVID-19 pandemic than ever before. This study aimed to determine the knowledge, attitudes, practices of hand hygiene among final-year medical students. It also explored reported hand hygiene behavior before the COVID-19 pandemic and the need for educational strategies to correct the deficiencies. A concurrent mixed-method approach was used. In the quantitative strand, a cross-sectional online survey was carried out via a Google form. Mann-Whitney U test and Chi-squared test were used for comparisons. In the qualitative strand, twelve participants were interviewed, based on a semi-structured interview guide and audio recorded. Transcribed data were evaluated with thematic content analysis. A total of 225 final-year medical students were studied in the quantitative strand. Most were females. The mean score for knowledge was 3.35 ± 0.795 out of six. Of them, 31.6 % of participants scored below 3 points (\u003C 50 % of the total). Most (78.9 %) had positive attitudes (score of > 80 %). Only 36.4 % reported “adequate” hand hygiene performance in all eight dimensions of the behavior domain. Noticeably, fewer participants reported to clean their hands after checking blood pressure (55.6 %), and only 66.2 % stated carrying a hand sanitizer in their pocket. Significant correlations were not found between reported behavior and attitudes (p = 0.821) or knowledge (p = 0.794). The qualitative strand with 12 respondents revealed the positive influence of both hierarchical and non-hierarchal role models. Time constraints, skin irritation, and workload pressures were the main barriers. Frequent reminders, supervision, and interactive teaching were suggested as methods to improve hand hygiene compliance. They also stated that increased enthusiasm was noted on hand hygiene during the COVID-19 pandemic compared to the pre-pandemic period.  Most of the participants had positive attitudes towards hand hygiene. Yet, a considerable gap between attitudes and knowledge and reported hand hygiene behavior was evident. Coupling educational programs that use cognitive and behavioral methods, including role modeling, supervision, and frequent reminders, is recommended to bridge the knowledge-attitude-behavior gap.",{"EN":1320},"Hand hygiene behavior among Sri Lankan medical students during COVID-19 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MA, Whetzel D, Schmidt FL, Maurer S. The validity of employment interviews: a comprehensive review and meta-analysis. J Appl Psychol. 1994;79:599–616.\nKreiter CD, Yin P, Solow C, Brennan RL. Investigating the reliability of the medical school admissions interview. Adv in Health Sci Educ. 2004;9(2):147–59.\nMa C, Harris P, Cole A, Jones P, Shulruf B. Selection into medicine using interviews and other measures: much remains to be learned. IIER. 2016;26(4):623–34.\nPatterson F, Knight A, Dowell J, Nicholson S, Cousans F, Cleland J. How effective are selection methods in medical education? A systematic review. Med Educ. 2016;50(1):36–60.\nEva KW, Rosenfeld J, Reiter HI, Norman GR. An admissions OSCE: the multiple mini interview. Med Educ. 2004;38:314–26.\nEva KW, Reiter HI, Rosenfeld J, Trinh K, Wood TJ, Norman GR. Association between a medical school admission process using the multiple mini-interview and national licensing examination scores. JAMA. 2012;308(21):2233–40.\nHadad A, Gafni N, Moshinsky A, Turvall E, Ziv A, Israeli A. The multiple mini-interviews as a predictor of peer evaluations during clinical training in medical school. Med Teach. 2016;38(11):1172–9.\nReiter HI, Eva KW, Rosenfeld J, Norman GR. Multiple mini-interviews predict clerkship and licensing examination performance. Med Educ. 2007;41(4):378–84.\nGale J, Ooms A, Grant R, Paget K, Marks-Maran D. Student nurse selection and predictability of academic success: the multiple mini interview project. Nurse Educ Today. 2016;40:123–7.\nBrownell K, Lockyer J, Collin T, Lemay JF. Introduction of the multiple mini interview into the admissions process at the University of Calgary: acceptability and feasibility. Med Teach. 2007;29:394–6.\nUijtdehaage S, Parker N. Enhancing the reliability of the multiple mini-interview for selecting prospective health care leaders. Acad Med. 2011;86(8):1032–9.\nPatterson F, Rowett E, Hale R, Grant M, Roberts C, Cousans F, Martin S. The predictive validity of a situational judgement test and multiple-mini interview for entry into postgraduate training in Australia. BMC Med Educ. 2016;16(1):1–8.\nDore KL, Kreuger S, Ladhani M, Rolfson D, Kurtz D, Kulasegaram K, et al. The reliability and acceptability of the multiple mini-interview as a selection instrument for postgraduate admissions. Acad Med. 2010;85(Suppl. 10):60–3.\nCampagna-Vaillancourt M, Manoukian J, Razack S, Nguyen LH. Acceptability and reliability of multiple mini interviews for admission to otolaryngology residency. Laryngoscope. 2014;124(1):91–6.\nHopson LR, Burkhardt JC, Stansfield RB, Vohra T, Turner-Lawrence D, Losman ED. The multiple mini interview for emergency medicine resident selection. J Emerg Med. 2014;46(4):537–43.\nMcBurney S, Carty E. Using multiple mini-interviews to assess nursing school applicant. Can Nurse. 2009;105(1):8–10.\nMcAndrew R, Ellis J. An evaluation of the multiple mini-interview as a selection tool for dental students. Br Dent J. 2012;212(7):331–5.\nKnorr M, Hissbach J. Multiple mini-interviews: same concept, different approaches. Med Educ. 2014;48(12):1157–75.\nPau A, Chen YS, Lee VKM, Sow CF, De Alwis R. What does the multiple mini interview have to offer over the panel interview? Medical Educ Online. 2016;21:29874.\nRees EL, Hawarden AW, Dent G, Hays R, Bates J, Hassell AB. Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programs: a BEME systematic review: BEME guide no. 37. Med Teach. 2016;38(5):443–55.\nHecker K, Donnon T, Fuentealba C, Hall D, Illanes O, Morck DW, Muelling C. Assessment of applicants to the veterinary curriculum using a multiple mini interview method. J Vet Med Educ. 2009;36(2):166–73.\nLemay JF, Lockyer JM, Collin VT, Brownell AKW. Assessment of non-cognitive traits through the admissions multiple mini-interview. Med Educ. 2007;41(6):573–9.\nOliver T, Hector K, Hausdorf PA, Conlon P. Validating MMI scores: are we measuring multiple attributes? Adv in Health Sci Educ. 2014;19(3):379–92.\nZaidi NB, Swoboda C, Wang LL, Manuel RS. Variance in attributes assessed by the multiple mini-interview. Med Teach. 2014;36(9):794–8.\nSebok SS, Luu K, Klinger DA. Psychometric properties of the multiple mini-interview used for medical admissions: findings from generalizability and Rasch analyses. Adv in Health Sci Educ Theory Pract. 2014;19(1):71–84.\nKuncel NR, Sackett PR. Resolving the assessment center construct validity problem (as we know it). J Appl Psychol. 2014;99(1):38–47.\nGafni N, Moshinsky A, Eisenberg O, Zeigler D, Ziv A. Reliability estimates: Behavioural stations and questionnaires in medical school admissions. Med Educ. 2012;46(3):277–88.\nJerant A, Henderson MC, Griffin E, Rainwater JA, Hall TR, Kelly CJ, Peterson EM, Wofsy D, Franks P. Reliability of multiple mini-interviews and traditional interviews within and between institutions: a study of five California medical schools. BMC medical education. 2017 Dec;17(1):190.\nGriffin B, Carless S, Wilson I. The undergraduate medical and health sciences admissions test: what is it measuring? Med Teach. 2013;35(9):727–30.\nSalgado JF, Moscoso S. Comprehensive meta-analysis of the construct validity of the employment interview. Eur J Work Organ Psychol. 2002;11(3):299–324.\nBibler Zaidi NL, Santen SA, Purkiss JA, Teener CA, Gay SE. A hybrid interview model for medical school interviews: combining traditional and multisampling formats. Acad Med. 2016;91(11):1526–9.\nJackson D, Lance CE, Hoffman B. The psychology of assessment centers. New York, NY: Routledge; 2012.\nGriffin B. The ability to identify criteria: its relationship with social understanding, preparation, and impression management in affecting predictor performance in a high stakes selection context. Hum Perform. 2014;27(2):147–64.\nKönig CJ, Melchers KG, Kleinmann M, Richter GM, Klehe UC. Candidates' ability to identify criteria in nontransparent selection procedures: evidence from an assessment center and a structured interview. Int J Select Assess. 2007;15(3):283–92.\nKleinmann M, Ingold VP, Lievens F, Jansen A, Melchers KG, Konig CJ. A different look at why selection procedures work: the role of candidates’ ability to identify criteria. Organizational Psychology Review. 2011;1:128–46.\nRoberts C, Zoanetti N, Rothnie I. Validating a multiple mini-interview question bank assessing entry-level reasoning skills in candidates for graduate-entry medicine and dentistry programmes. Med Educ. 2009 Apr 1;43(4):350–9.\nSebok SS, Syer MD. Seeing things differently or seeing different things? Exploring raters’ associations of noncognitive attributes. Acad Med. 2015;90(11):S50–5.\nHu LT, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct Equ Model Multidiscip J. 1999 Jan 1;6(1):1–55.\nHecker K, Norman G. Have admissions committees considered all the evidence? Adv in Health Sci Educ. 2017;22:573.",{"EN":1433},"Across the globe multiple mini interviews (MMIs) have rapidly replaced the use of panel interviews in the selection of medical students and other health professionals. MMIs typically demonstrate better reliability and validity than panel interviews but there is limited research on whether these different types of interview process measure the same or different constructs. Our research aims to ascertain if MMIs are multidimensional or unidimensional, and whether MMIs conducted at different institutions assess the same or different constructs to each other or to panel interviews. Participants were applicants to medical degrees who were shortlisted for interviews at three different institutions in 2013 (n = 165) and 2014 (n = 128). Two institutions used a bespoke MMI developed independently from each other and the third used a panel interview. Stations scores and overall (mean) interview scores were examined. Exploratory principal components analysis and confirmatory factor analysis showed similar results in both years’ data, supporting a unidimensional model. The two overall MMI scores were more strongly correlated to each other (r = .56 and .64 in 2013 and 2014 respectively) than either were to the panel interview scores (r = .07 and .15 in 2013; .39 and .48 in 2014). It appears that both MMIs panel interviews tap a single latent construct, but not the same construct. We suggest that the MMI methodology might allow the measurement of an emergent construct such as adaptability.",{"EN":1435},"Multiple mini interviews: revealing similarities across institutions",{"VOID":1437},"10.1186\u002Fs12909-018-1298-8","https:\u002F\u002Fbmcmededuc.biomedcentral.com\u002Farticles\u002F10.1186\u002Fs12909-018-1298-8",[1440,1455,1472,1489,1505],{"id":1441,"sortIndex":19,"researcher":18,"roles":1442,"affiliations":1443,"properties":1452},"8c9c4893-3fe2-46c2-ae5f-2ab1505cd8b6",[233],[1444],{"id":18,"sortIndex":19,"affiliation":1445,"properties":18},{"id":1446,"createTime":1447,"updateTime":1447,"relativeEntities":1448,"slug":18,"properties":1449,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"f68d001a-9d6d-4c96-8440-16bdf3f83c92","2024-01-19T08:10:01.647+00:00",[],{"title":1450},{"VI":1451},"Dept of Psychology, Macquarie University, Sydney, Australia",{"title":1453},{"VI":1454},"Barbara Griffin",{"id":1456,"sortIndex":137,"researcher":18,"roles":1457,"affiliations":1458,"properties":1469},"427caa19-2ecf-4873-b23b-80a8d8e82073",[233],[1459],{"id":18,"sortIndex":19,"affiliation":1460,"properties":18},{"id":1461,"createTime":1462,"updateTime":1463,"relativeEntities":1464,"slug":1465,"properties":1466,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"dbe02c65-e198-425f-8f13-8f6a22a6ad70","2024-02-18T12:35:25.655+00:00","2024-09-25T09:47:59.888+00:00",[],"School-of-Medicine-Western-Sydney-University-Sydney-Australia",{"title":1467},{"VI":1468},"School of Medicine, Western Sydney University, Sydney, Australia",{"title":1470},{"VI":1471},"Wendy Hu",{"id":1473,"sortIndex":248,"researcher":18,"roles":1474,"affiliations":1475,"properties":1486},"8dd33efd-03cb-4357-9880-144043cb71cc",[233],[1476],{"id":18,"sortIndex":19,"affiliation":1477,"properties":18},{"id":1478,"createTime":1479,"updateTime":1480,"relativeEntities":1481,"slug":1482,"properties":1483,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"a5c92a26-f6c2-48c2-89d0-f69655732c18","2024-02-14T23:57:40.299+00:00","2024-07-25T00:16:00.206+00:00",[],"University-of-Newcastle-Newcastle-Australia",{"title":1484},{"VI":1485},"University of Newcastle, Newcastle, Australia",{"title":1487},{"VI":1488},"Jaime Auton",{"id":1490,"sortIndex":371,"researcher":18,"roles":1491,"affiliations":1492,"properties":1502},"29e53437-e538-40e6-acca-54dd2c023201",[233],[1493],{"id":18,"sortIndex":19,"affiliation":1494,"properties":18},{"id":1495,"createTime":1496,"updateTime":1496,"relativeEntities":1497,"slug":1498,"properties":1499,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"6c9297de-db99-4d33-b9e7-0dd5d0227a47","2024-04-13T06:34:50.886+00:00",[],"Faculty-of-Medicine-University-of-NSW-Sydney-Australia",{"title":1500},{"EN":1501},"Faculty of Medicine, University of NSW, Sydney, Australia",{"title":1503},{"VI":1504},"Boaz Shulruf",{"id":1506,"sortIndex":264,"researcher":18,"roles":1507,"affiliations":1508,"properties":1514},"4efcb249-bbc1-4fdf-9169-c4f8cdbaedae",[233],[1509],{"id":18,"sortIndex":19,"affiliation":1510,"properties":18},{"id":1478,"createTime":1479,"updateTime":1480,"relativeEntities":1511,"slug":1482,"properties":1512,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},[],{"title":1513},{"VI":1485},{"title":1515},{"VI":1516},"Robbert Duvivier",{"url":1438,"publisher":1518,"properties":1552},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1519,"slug":10,"properties":1520,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":1523,"manageAffiliations":1524,"indexDatabases":1525,"url":118,"thumbnailPath":18,"statistic":1547,"gsStatistic":18,"type":205,"analyzePriority":18},[],{"issn":1521,"title":1522},{"VOID":13},{"EN":15},[],[],[1526,1533,1540],{"id":63,"indexDatabase":1527,"url":76,"indexYears":77,"academicFieldIds":1532,"indexDatabaseRanking":81},{"id":65,"createTime":66,"updateTime":67,"relativeEntities":1528,"label":1529,"description":1530,"key":73,"publicationTags":1531,"standard":18},[],{"EN":70,"VI":70},{"EN":70,"VI":72},[75],[79,80],{"id":83,"indexDatabase":1534,"url":98,"indexYears":18,"academicFieldIds":1539,"indexDatabaseRanking":18},{"id":85,"createTime":86,"updateTime":87,"relativeEntities":1535,"label":1536,"description":1537,"key":94,"publicationTags":1538,"standard":18},[],{"EN":90,"VI":90},{"VI":92,"EN":93},[96,97],[100],{"id":102,"indexDatabase":1541,"url":98,"indexYears":18,"academicFieldIds":1546,"indexDatabaseRanking":18},{"id":104,"createTime":105,"updateTime":106,"relativeEntities":1542,"label":1543,"description":1544,"key":113,"publicationTags":1545,"standard":18},[],{"EN":109,"VI":109},{"VI":111,"EN":112},[115,97],[117],{"impactFactor":19,"impactFactorByYear":1548,"i10Index":132,"i10IndexLast5Year":133,"totalPublication":134,"totalPublicationByYear":1549,"totalCitation":160,"totalCitationByYear":1550,"totalCitationPerPublication":182,"totalCitationPerPublicationByYear":1551,"hindexLast5Year":204,"hindex":204},{"2012":121,"2013":122,"2014":123,"2015":124,"2016":125,"2017":121,"2018":126,"2019":127,"2020":128,"2021":129,"2022":130,"2023":131},{"2001":136,"2002":137,"2003":138,"2004":139,"2005":140,"2006":141,"2007":142,"2008":143,"2009":144,"2010":145,"2011":146,"2012":147,"2013":148,"2014":149,"2015":150,"2016":151,"2017":152,"2018":153,"2019":154,"2020":155,"2021":156,"2022":157,"2023":158,"2024":159},{"2002":138,"2003":162,"2004":163,"2005":164,"2006":165,"2007":166,"2008":167,"2009":168,"2010":169,"2011":170,"2012":171,"2013":172,"2014":173,"2015":174,"2016":175,"2017":176,"2018":177,"2019":178,"2020":179,"2021":180,"2022":181},{"2002":184,"2003":185,"2004":186,"2005":187,"2006":188,"2007":189,"2008":190,"2009":191,"2010":192,"2011":193,"2012":194,"2013":195,"2014":196,"2015":197,"2016":198,"2017":199,"2018":200,"2019":137,"2020":201,"2021":202,"2022":203},{"volume":1553,"pages":1554},{"VOID":316},{"VOID":450},"2018-08-06",{"id":1557,"createTime":1558,"updateTime":1558,"relativeEntities":1559,"slug":1560,"properties":1561,"entityType":225,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1571,"fullTextUrl":18,"authors":1572,"publicationType":278,"publisherRelationship":1613,"citationCount":18,"citationInfo":18,"publishDate":1648,"publishYear":1649,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":18,"openAccess":18,"references":18,"isForceReanalyzing":321},"300be539-9438-4935-bf5a-18c804810d69","2024-04-07T23:55:55.408+00:00",[],"A-model-of-professional-self-identity-formation-in-student-doctors-and-dentists-a-mixed-method-study",{"references":1562,"keywords":1564,"abstract":1565,"title":1567,"doi":1569},{"VOID":1563},"Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: a model linking the processes and outcomes of medical students’ workplace learning. Med Educ. 2007;41(1):84–91.\nCrossley J, Vivekananda-Schmidt P. The development and evaluation of a Professional Self Identity Questionnaire to measure evolving professional self-identity in health and social care students. Med Teach. 2009;31(12):e603–7.\nNiemi PM. Medical students’ professional identity: self-reflection during the preclinical years. Med Educ. 1997;31(6):408–15.\nMorison S, Marley J, Machniewski S. Educating the dental team: exploring perceptions of roles and identities. Br Dent J. 2011;211(10):477–83.\nBebeau MJ. Enhancing professionalism using ethics education as part of a dental licensure board’s disciplinary action. Part 1. An evidence-based process. J Am Coll Dent. 2009;76(2):38–50.\nBebeau MJ. Enhancing professionalism using ethics education as part of a dental licensure board's disciplinary action. Part 2. Evidence of the process. J Am Coll Dent. 2009;76(3):32–45.\nMonrouxe LV. Identity, identification and medical education: why should we care? Med Educ. 2010;44(1):40–9.\nCruess R, Cruess S, Boudreau J, Snell L, Steinert Y. Reframing Medical Education to Support Professional Identity Formation. Academic Medicine [Published ahead of print]. In press 2014.\nSteinert Y, Cruess S, Cruess R, Snell L. Faculty development for teaching and evaluating professionalism: from programme design to curriculum change. Med Educ. 2005;39(2):127–36.\nBurford B. Group processes in medical education: learning from social identity theory. Med Educ. 2012;46(2):143–52.\nHafferty FW. Definitions of professionalism: a search for meaning and identity. Clin Orthop Relat Res. 2006;449:193–204.\nWeaver R, Peters K, Koch J, Wilson I. ‘Part of the team’: professional identity and social exclusivity in medical students. Med Educ. 2011;45(12):1220–9.\nGoldie J. The formation of professional identity in medical students: considerations for educators. Med Teach. 2012;34(9):e641–8.\nJarvis-Selinger S, Pratt DD, Regehr G. Competency is not enough: integrating identity formation into the medical education discourse. Acad Med. 2012;87(9):1185–90.\nFrost HD, Regehr G. “I am a doctor”: negotiating the discourses of standardization and diversity in professional identity construction. Acad Med. 2013;88(10):1570–7.\nHuberman AM, Miles MB. The qualitative researcher’s companion. Thousand Oaks, CA: Sage Publications; 2002. p. 410. xii.\nAndersen SM, Berk MS. The social-cognitive model of transference: Experiencing past relationships in the present. Curr Dir Psychol Sci. 1998;7(4):109–15.\nLave J, Wenger E. Situated learning : legitimate peripheral participation. Cambridge England: New York: Cambridge University Press; 1991. p. 138.\nStern DT. Measuring medical professionalism, vol. xv. New York: Oxford University Press; 2006. p. 311.\nCrossley JG. Addressing learner disorientation: Give them a roadmap. Med Teach. 2014;36(8):685–91.\nWatling CJ. Unfulfilled promise, untapped potential: Feedback at the crossroads. Med Teach. 2014;36(8):692–7.",{"EN":693},{"EN":1566},"Professional self-identity [PSI] can be defined as the degree to which an individual identifies with his or her professional group. Several authors have called for a better understanding of the processes by which healthcare students develop their professional identities, and suggested helpful theoretical frameworks borrowed from the social science and psychology literature. However to our knowledge, there has been little empirical work examining these processes in actual healthcare students, and we are aware of no data driven description of PSI development in healthcare students. Here, we report a data driven model of PSI formation in healthcare students. We interviewed 17 student doctors and dentists who had indicated, on a tracking questionnaire, the most substantial changes in their PSI. We analysed their perceptions of the experiences that had influenced their PSI, to develop a descriptive model. Both the primary coder and the secondary coder considered the data without reference to the existing literature; i.e. we used a bottom up approach rather than a top down approach. The results indicate that two overlapping frames of reference affect PSI formation: the students’ self-perception and their perception of the professional role. They are ‘learning’ both; neither is static. Underpinning those two learning processes, the following key mechanisms operated: [1] When students are allowed to participate in the professional role they learn by trying out their knowledge and skill in the real world and finding out to what extent they work, and by trying to visualise themselves in the role. [2] When others acknowledge students as quasi-professionals they experience transference and may respond with counter-transference by changing to meet expectations or fulfil a prototype. [3] Students may also dry-run their professional role (i.e., independent practice of professional activities) in a safe setting when invited. Students’ experiences, and their perceptions of those experiences, can be evaluated through a simple model that describes and organises the influences and mechanisms affecting PSI. This empirical model is discussed in the light of prevalent frameworks from the social science and psychology literature.",{"EN":1568},"A model of professional self-identity formation in student doctors and dentists: a mixed method study",{"VOID":1570},"10.1186\u002Fs12909-015-0365-7","https:\u002F\u002Fbmcmededuc.biomedcentral.com\u002Farticles\u002F10.1186\u002Fs12909-015-0365-7",[1573,1589,1601],{"id":1574,"sortIndex":248,"researcher":18,"roles":1575,"affiliations":1576,"properties":1586},"adde5adf-59d3-4b75-8ba4-241f97bb4eed",[233],[1577],{"id":18,"sortIndex":19,"affiliation":1578,"properties":18},{"id":1579,"createTime":1580,"updateTime":1580,"relativeEntities":1581,"slug":1582,"properties":1583,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"802ce975-999c-4a9e-a527-585385061065","2024-04-07T23:55:55.430+00:00",[],"Medical-Education-University-of-Sheffield-Medical-School-Sheffield-UK",{"title":1584},{"VI":1585},"Medical Education, University of Sheffield Medical School, Sheffield, UK",{"title":1587},{"VI":1588},"James Crossley",{"id":1590,"sortIndex":19,"researcher":18,"roles":1591,"affiliations":1592,"properties":1598},"38435b88-5fc2-4461-8b36-27aad2fc93dc",[233],[1593],{"id":18,"sortIndex":19,"affiliation":1594,"properties":18},{"id":1579,"createTime":1580,"updateTime":1580,"relativeEntities":1595,"slug":1582,"properties":1596,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},[],{"title":1597},{"VI":1585},{"title":1599},{"VI":1600},"Pirashanthie Vivekananda-Schmidt",{"id":1602,"sortIndex":264,"researcher":18,"roles":1603,"affiliations":1604,"properties":1610},"b69c923e-d732-4263-84ca-b03229ac0c9c",[233],[1605],{"id":18,"sortIndex":19,"affiliation":1606,"properties":18},{"id":1579,"createTime":1580,"updateTime":1580,"relativeEntities":1607,"slug":1582,"properties":1608,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},[],{"title":1609},{"VI":1585},{"title":1611},{"VI":1612},"Deborah Murdoch-Eaton",{"url":18,"publisher":1614,"properties":18},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1615,"slug":10,"properties":1616,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":1619,"manageAffiliations":1620,"indexDatabases":1621,"url":118,"thumbnailPath":18,"statistic":1643,"gsStatistic":18,"type":205,"analyzePriority":18},[],{"issn":1617,"title":1618},{"VOID":13},{"EN":15},[],[],[1622,1629,1636],{"id":63,"indexDatabase":1623,"url":76,"indexYears":77,"academicFieldIds":1628,"indexDatabaseRanking":81},{"id":65,"createTime":66,"updateTime":67,"relativeEntities":1624,"label":1625,"description":1626,"key":73,"publicationTags":1627,"standard":18},[],{"EN":70,"VI":70},{"EN":70,"VI":72},[75],[79,80],{"id":83,"indexDatabase":1630,"url":98,"indexYears":18,"academicFieldIds":1635,"indexDatabaseRanking":18},{"id":85,"createTime":86,"updateTime":87,"relativeEntities":1631,"label":1632,"description":1633,"key":94,"publicationTags":1634,"standard":18},[],{"EN":90,"VI":90},{"VI":92,"EN":93},[96,97],[100],{"id":102,"indexDatabase":1637,"url":98,"indexYears":18,"academicFieldIds":1642,"indexDatabaseRanking":18},{"id":104,"createTime":105,"updateTime":106,"relativeEntities":1638,"label":1639,"description":1640,"key":113,"publicationTags":1641,"standard":18},[],{"EN":109,"VI":109},{"VI":111,"EN":112},[115,97],[117],{"impactFactor":19,"impactFactorByYear":1644,"i10Index":132,"i10IndexLast5Year":133,"totalPublication":134,"totalPublicationByYear":1645,"totalCitation":160,"totalCitationByYear":1646,"totalCitationPerPublication":182,"totalCitationPerPublicationByYear":1647,"hindexLast5Year":204,"hindex":204},{"2012":121,"2013":122,"2014":123,"2015":124,"2016":125,"2017":121,"2018":126,"2019":127,"2020":128,"2021":129,"2022":130,"2023":131},{"2001":136,"2002":137,"2003":138,"2004":139,"2005":140,"2006":141,"2007":142,"2008":143,"2009":144,"2010":145,"2011":146,"2012":147,"2013":148,"2014":149,"2015":150,"2016":151,"2017":152,"2018":153,"2019":154,"2020":155,"2021":156,"2022":157,"2023":158,"2024":159},{"2002":138,"2003":162,"2004":163,"2005":164,"2006":165,"2007":166,"2008":167,"2009":168,"2010":169,"2011":170,"2012":171,"2013":172,"2014":173,"2015":174,"2016":175,"2017":176,"2018":177,"2019":178,"2020":179,"2021":180,"2022":181},{"2002":184,"2003":185,"2004":186,"2005":187,"2006":188,"2007":189,"2008":190,"2009":191,"2010":192,"2011":193,"2012":194,"2013":195,"2014":196,"2015":197,"2016":198,"2017":199,"2018":200,"2019":137,"2020":201,"2021":202,"2022":203},"2015-04-29",2015]