| scholarly article | Q13442814 |
| P356 | DOI | 10.1111/MEDU.13232 |
| P698 | PubMed publication ID | 28247495 |
| P50 | author | Lorelei Lingard | Q88161440 |
| P2093 | author name string | Rose Hatala | |
| Christopher Watling | |||
| Kori A LaDonna | |||
| Stephane Voyer | |||
| P2860 | cites work | Direct observation for assessing emergency medicine core competencies: interpersonal skills. | Q52112861 |
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| The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory | Q57309707 | ||
| The Hawthorne Effect: a randomised, controlled trial | Q21261930 | ||
| Work-based assessments: making the transition from participation to engagement | Q27004712 | ||
| How well prepared are graduates for the role of pre-registration house officer? A comparison of the perceptions of new graduates and educational supervisors | Q30233608 | ||
| Jazz and the 'art' of medicine: improvisation in the medical encounter | Q30360696 | ||
| Learning culture and feedback: an international study of medical athletes and musicians. | Q30363398 | ||
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| Benefits of "Observer Effects": Lessons from the Field | Q34545560 | ||
| An observational study of antibiotic prescribing behavior and the Hawthorne effect | Q34623428 | ||
| In-training assessment using direct observation of single-patient encounters: a literature review | Q34779099 | ||
| Progressive independence in clinical training: a tradition worth defending? | Q36274657 | ||
| Assessment in medical education | Q36717744 | ||
| Direct observation in medical education: a review of the literature and evidence for validity | Q37566432 | ||
| A blueprint to assess professionalism: results of a systematic review | Q37585984 | ||
| Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review | Q37601838 | ||
| Systematic review of the Hawthorne effect: new concepts are needed to study research participation effects | Q37671448 | ||
| Reframing medical education to support professional identity formation | Q38233095 | ||
| Towards a program of assessment for health professionals: from training into practice | Q38385041 | ||
| 'Sometimes the work just needs to be done': socio-cultural influences on direct observation in medical training | Q39389947 | ||
| Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme | Q39452271 | ||
| Competency is not enough: integrating identity formation into the medical education discourse | Q39579032 | ||
| Opening the black box of clinical skills assessment via observation: a conceptual model | Q39998725 | ||
| What are internal medicine residents missing? A communication needs assessment of outpatient clinical encounters | Q40211961 | ||
| Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes | Q40925762 | ||
| Feedback in clinical medical education | Q41442726 | ||
| Affirming professional identities through an apprenticeship: insights from a four-year longitudinal case study | Q44154132 | ||
| Realizing the promise of competency-based medical education | Q47802625 | ||
| Observing trainee encounters using a one-way mirror | Q48276324 | ||
| Learning from clinical work: the roles of learning cues and credibility judgements | Q48498035 | ||
| The formation of professional identity in medical students: considerations for educators | Q48570822 | ||
| Outpatient process quality evaluation and the Hawthorne Effect | Q50106195 | ||
| Features of assessment learners use to make informed self-assessments of clinical performance | Q50107166 | ||
| Why medical educators may be failing at feedback. | Q50728348 | ||
| Debriefing as formative assessment: closing performance gaps in medical education. | Q50772181 | ||
| Whatever happened to apprenticeship learning? | Q51847423 | ||
| 'It's a cultural expectation...' The pressure on medical trainees to work independently in clinical practice. | Q51931285 | ||
| P433 | issue | 5 | |
| P304 | page(s) | 498-510 | |
| P577 | publication date | 2017-02-28 | |
| P1433 | published in | Medical Education | Q15762156 |
| P1476 | title | Staging a performance: learners' perceptions about direct observation during residency | |
| P478 | volume | 51 |
| Q59807245 | Direct observation in postgraduate training: making it happen and making it work |
| Q64070068 | Educators' behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis |
| Q92378661 | Good educators and orphans: the case of direct observation and feedback |
| Q42371721 | Guidelines: The do's, don'ts and don't knows of direct observation of clinical skills in medical education |
| Q64911415 | Patterns of direct observation and their impact during residency: general practice supervisors' views. |
| Q90049508 | Perceptions of scheduled vs. unscheduled directly observed visits in an internal medicine residency outpatient clinic |
| Q91034247 | Self-documentary in the emergency department: Perspectives on patients recording their own procedures |
| Q64993232 | Self-regulated learning lens on trainee perceptions of the mini-CEX: a qualitative study. |
| Q58725129 | Supervised workplace learning in postgraduate training: a realist synthesis |
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