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Whither mentoring in training?.

Archives of disease in childhood

Long A.
PMID: 26069027
Arch Dis Child. 2015 Sep;100(9):812-3. doi: 10.1136/archdischild-2015-308628. Epub 2015 Jun 11.

No abstract available.

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Long A. Whither mentoring in training?. Arch Dis Child. 2015;100(9):812-3doi: 10.1136/archdischild-2015-308628.
Long, A. (2015). Whither mentoring in training?. Archives of disease in childhood, 100(9), 812-3. https://doi.org/10.1136/archdischild-2015-308628
Long, Andrew. "Whither mentoring in training?." Archives of disease in childhood vol. 100,9 (2015): 812-3. doi: https://doi.org/10.1136/archdischild-2015-308628
Long A. Whither mentoring in training?. Arch Dis Child. 2015 Sep;100(9):812-3. doi: 10.1136/archdischild-2015-308628. Epub 2015 Jun 11. PMID: 26069027.
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Support for mentors in clinical education.

Nursing times

Winterman E, Sharp K, McNamara G, Hughes T, Brown J.
PMID: 26012069
Nurs Times. 2014 Dec 17-2015 Jan 13;110(51):21-3.

Mentorship of student nurses within the clinical environment is a well-established aspect of nurse training. With theory and practice being given equal weighting in the assessment of students' fitness to practise, effective mentorship in clinical settings is essential. While...

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Winterman E, Sharp K, McNamara G, et al. Support for mentors in clinical education. Nurs Times. 2014;110(51):21-3
Winterman, E., Sharp, K., McNamara, G., Hughes, T., & Brown, J. (2014). Support for mentors in clinical education. Nursing times, 110(51), 21-3.
Winterman, Emma, et al. "Support for mentors in clinical education." Nursing times vol. 110,51 (2014): 21-3.
Winterman E, Sharp K, McNamara G, Hughes T, Brown J. Support for mentors in clinical education. Nurs Times. 2014 Dec 17-2015 Jan 13;110(51):21-3. PMID: 26012069.
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West Yorkshire Mentor Scheme: teaching and development.

The clinical teacher

Tran K, Tran GT, Fuller R.
PMID: 24405920
Clin Teach. 2014 Feb;11(1):48-52. doi: 10.1111/tct.12058.

BACKGROUND: The West Yorkshire Mentoring Scheme (WYMS) was created to provide a framework for clinical supervision, teaching and support by foundation year (FY) doctors for final-year medical students. Although established literature highlights the benefits of near-peer teaching, the accompanying...

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Tran K, Tran GT, Fuller R. West Yorkshire Mentor Scheme: teaching and development. Clin Teach. 2014;11(1):48-52doi: 10.1111/tct.12058.
Tran, K., Tran, G. T., & Fuller, R. (2014). West Yorkshire Mentor Scheme: teaching and development. The clinical teacher, 11(1), 48-52. https://doi.org/10.1111/tct.12058
Tran, Katherine, et al. "West Yorkshire Mentor Scheme: teaching and development." The clinical teacher vol. 11,1 (2014): 48-52. doi: https://doi.org/10.1111/tct.12058
Tran K, Tran GT, Fuller R. West Yorkshire Mentor Scheme: teaching and development. Clin Teach. 2014 Feb;11(1):48-52. doi: 10.1111/tct.12058. PMID: 24405920.
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Supervisor or mentor: is there a difference? Implications for paediatric practice.

Archives of disease in childhood

Mellon A, Murdoch-Eaton D.
PMID: 25900841
Arch Dis Child. 2015 Sep;100(9):873-8. doi: 10.1136/archdischild-2014-306834. Epub 2015 Apr 21.

The formal roles of educational and clinical supervisor focus on education planning and goal setting against required training elements. Assessment of performance is integral to these roles that necessarily involve some elements of developmental support to trainees. Mentoring is...

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Mellon A, Murdoch-Eaton D. Supervisor or mentor: is there a difference? Implications for paediatric practice. Arch Dis Child. 2015;100(9):873-8doi: 10.1136/archdischild-2014-306834.
Mellon, A., & Murdoch-Eaton, D. (2015). Supervisor or mentor: is there a difference? Implications for paediatric practice. Archives of disease in childhood, 100(9), 873-8. https://doi.org/10.1136/archdischild-2014-306834
Mellon, Andrew, and Murdoch-Eaton, Deborah. "Supervisor or mentor: is there a difference? Implications for paediatric practice." Archives of disease in childhood vol. 100,9 (2015): 873-8. doi: https://doi.org/10.1136/archdischild-2014-306834
Mellon A, Murdoch-Eaton D. Supervisor or mentor: is there a difference? Implications for paediatric practice. Arch Dis Child. 2015 Sep;100(9):873-8. doi: 10.1136/archdischild-2014-306834. Epub 2015 Apr 21. PMID: 25900841.
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Voluntary peer-led exam preparation course for international first year students: Tutees' perceptions.

BMC medical education

Huhn D, Eckart W, Karimian-Jazi K, Amr A, Herzog W, Nikendei C.
PMID: 26084490
BMC Med Educ. 2015 Jun 18;15:106. doi: 10.1186/s12909-015-0391-5.

BACKGROUND: While the number of international students has increased over the last decade, such students face diverse challenges due to language and cultural barriers. International medical students suffer from personal distress and a lack of support. Their performance is...

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Huhn D, Eckart W, Karimian-Jazi K, et al. Voluntary peer-led exam preparation course for international first year students: Tutees' perceptions. BMC Med Educ. 2015;15:106doi: 10.1186/s12909-015-0391-5.
Huhn, D., Eckart, W., Karimian-Jazi, K., Amr, A., Herzog, W., & Nikendei, C. (2015). Voluntary peer-led exam preparation course for international first year students: Tutees' perceptions. BMC medical education, 15106. https://doi.org/10.1186/s12909-015-0391-5
Huhn, Daniel, et al. "Voluntary peer-led exam preparation course for international first year students: Tutees' perceptions." BMC medical education vol. 15 (2015): 106. doi: https://doi.org/10.1186/s12909-015-0391-5
Huhn D, Eckart W, Karimian-Jazi K, Amr A, Herzog W, Nikendei C. Voluntary peer-led exam preparation course for international first year students: Tutees' perceptions. BMC Med Educ. 2015 Jun 18;15:106. doi: 10.1186/s12909-015-0391-5. PMID: 26084490; PMCID: PMC4477474.
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Leadership development in UK medical training: pedagogical theory and practice.

Teaching and learning in medicine

Bekas S.
PMID: 25584467
Teach Learn Med. 2015;27(1):4-11. doi: 10.1080/10401334.2014.979177.

UNLABELLED: PHENOMENON: The central role of clinical leadership in achieving the vision of quality and productivity could be attained by investing in its development in postgraduate medical education.APPROACH: A critical review of selected literature is presented.FINDINGS: The author identifies...

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Bekas S. Leadership development in UK medical training: pedagogical theory and practice. Teach Learn Med. 2015;27(1):4-11doi: 10.1080/10401334.2014.979177.
Bekas, S. (2015). Leadership development in UK medical training: pedagogical theory and practice. Teaching and learning in medicine, 27(1), 4-11. https://doi.org/10.1080/10401334.2014.979177
Bekas, Stavros. "Leadership development in UK medical training: pedagogical theory and practice." Teaching and learning in medicine vol. 27,1 (2015): 4-11. doi: https://doi.org/10.1080/10401334.2014.979177
Bekas S. Leadership development in UK medical training: pedagogical theory and practice. Teach Learn Med. 2015;27(1):4-11. doi: 10.1080/10401334.2014.979177. PMID: 25584467.
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Using Simulation to Develop Leadership, Communication, Collaboration, Advising, and Mentoring Skills: Opportunities for the NPD Specialist.

Journal for nurses in professional development

Holtschneider ME.
PMID: 25993460
J Nurses Prof Dev. 2015 May-Jun;31(3):182-3. doi: 10.1097/NND.0000000000000179.

No abstract available.

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Holtschneider ME. Using Simulation to Develop Leadership, Communication, Collaboration, Advising, and Mentoring Skills: Opportunities for the NPD Specialist. J Nurses Prof Dev. 2015;31(3):182-3doi: 10.1097/NND.0000000000000179.
Holtschneider, M. E. (2015). Using Simulation to Develop Leadership, Communication, Collaboration, Advising, and Mentoring Skills: Opportunities for the NPD Specialist. Journal for nurses in professional development, 31(3), 182-3. https://doi.org/10.1097/NND.0000000000000179
Holtschneider, Mary Edel. "Using Simulation to Develop Leadership, Communication, Collaboration, Advising, and Mentoring Skills: Opportunities for the NPD Specialist." Journal for nurses in professional development vol. 31,3 (2015): 182-3. doi: https://doi.org/10.1097/NND.0000000000000179
Holtschneider ME. Using Simulation to Develop Leadership, Communication, Collaboration, Advising, and Mentoring Skills: Opportunities for the NPD Specialist. J Nurses Prof Dev. 2015 May-Jun;31(3):182-3. doi: 10.1097/NND.0000000000000179. PMID: 25993460.
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The experience of learning to speak up: a narrative inquiry on newly graduated registered nurses.

Journal of clinical nursing

Law BY, Chan EA.
PMID: 25753769
J Clin Nurs. 2015 Jul;24(13):1837-48. doi: 10.1111/jocn.12805. Epub 2015 Mar 05.

AIMS AND OBJECTIVES: To explore the process of learning to speak up in practice among newly graduated registered nurses.BACKGROUND: Speaking up is an important aspect of communication to ensure patient safety within a healthcare team. However, nurses have reported...

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Law BY, Chan EA. The experience of learning to speak up: a narrative inquiry on newly graduated registered nurses. J Clin Nurs. 2015;24(13):1837-48doi: 10.1111/jocn.12805.
Law, B. Y., & Chan, E. A. (2015). The experience of learning to speak up: a narrative inquiry on newly graduated registered nurses. Journal of clinical nursing, 24(13), 1837-48. https://doi.org/10.1111/jocn.12805
Law, Bernice Yee-Shui, and Chan, Engle Angela. "The experience of learning to speak up: a narrative inquiry on newly graduated registered nurses." Journal of clinical nursing vol. 24,13 (2015): 1837-48. doi: https://doi.org/10.1111/jocn.12805
Law BY, Chan EA. The experience of learning to speak up: a narrative inquiry on newly graduated registered nurses. J Clin Nurs. 2015 Jul;24(13):1837-48. doi: 10.1111/jocn.12805. Epub 2015 Mar 05. PMID: 25753769.
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Evidence-based supervision: Tracking outcome and teaching principles of change in clinical supervision to bring science to integrative practice.

Psychotherapy (Chicago, Ill.)

Holt H, Beutler LE, Kimpara S, Macias S, Haug NA, Shiloff N, Goldblum P, Temkin RS, Stein M.
PMID: 25985042
Psychotherapy (Chic). 2015 Jun;52(2):185-9. doi: 10.1037/a0038732.

Supervision is the primary way in which psychotherapy trainees develop the skills of applying interventions, conceptualizing cases, and practicing self-reflection. Although critical to professional development, the nature and objectives of supervision can vary widely among supervisors, depending on idiosyncratic...

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Holt H, Beutler LE, Kimpara S, et al. Evidence-based supervision: Tracking outcome and teaching principles of change in clinical supervision to bring science to integrative practice. Psychotherapy (Chic). 2015;52(2):185-9doi: 10.1037/a0038732.
Holt, H., Beutler, L. E., Kimpara, S., Macias, S., Haug, N. A., Shiloff, N., Goldblum, P., Temkin, R. S., & Stein, M. (2015). Evidence-based supervision: Tracking outcome and teaching principles of change in clinical supervision to bring science to integrative practice. Psychotherapy (Chicago, Ill.), 52(2), 185-9. https://doi.org/10.1037/a0038732
Holt, Hannah, et al. "Evidence-based supervision: Tracking outcome and teaching principles of change in clinical supervision to bring science to integrative practice." Psychotherapy (Chicago, Ill.) vol. 52,2 (2015): 185-9. doi: https://doi.org/10.1037/a0038732
Holt H, Beutler LE, Kimpara S, Macias S, Haug NA, Shiloff N, Goldblum P, Temkin RS, Stein M. Evidence-based supervision: Tracking outcome and teaching principles of change in clinical supervision to bring science to integrative practice. Psychotherapy (Chic). 2015 Jun;52(2):185-9. doi: 10.1037/a0038732. PMID: 25985042.
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Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model.

Journal of continuing education in nursing

Underwood A.
PMID: 26641146
J Contin Educ Nurs. 2015 Dec;46(12):533-4. doi: 10.3928/00220124-20151112-12.

No abstract available.

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Underwood A. Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model. J Contin Educ Nurs. 2015;46(12):533-4doi: 10.3928/00220124-20151112-12.
Underwood, A. (2015). Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model. Journal of continuing education in nursing, 46(12), 533-4. https://doi.org/10.3928/00220124-20151112-12
Underwood, Anna. "Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model." Journal of continuing education in nursing vol. 46,12 (2015): 533-4. doi: https://doi.org/10.3928/00220124-20151112-12
Underwood A. Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model. J Contin Educ Nurs. 2015 Dec;46(12):533-4. doi: 10.3928/00220124-20151112-12. PMID: 26641146.
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Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?.

Medical teacher

Furmedge DS, Iwata K, Gill D.
PMID: 25020139
Med Teach. 2014 Sep;36(9):812-7. doi: 10.3109/0142159X.2014.917158. Epub 2014 Jul 14.

INTRODUCTION: Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in...

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Furmedge DS, Iwata K, Gill D. Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?. Med Teach. 2014;36(9):812-7doi: 10.3109/0142159X.2014.917158.
Furmedge, D. S., Iwata, K., & Gill, D. (2014). Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?. Medical teacher, 36(9), 812-7. https://doi.org/10.3109/0142159X.2014.917158
Furmedge, Daniel S, et al. "Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?." Medical teacher vol. 36,9 (2014): 812-7. doi: https://doi.org/10.3109/0142159X.2014.917158
Furmedge DS, Iwata K, Gill D. Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?. Med Teach. 2014 Sep;36(9):812-7. doi: 10.3109/0142159X.2014.917158. Epub 2014 Jul 14. PMID: 25020139.
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Optimizing a career in surgery.

British journal of hospital medicine (London, England : 2005)

Mehta N, Platt S.
PMID: 28489440
Br J Hosp Med (Lond). 2017 May 02;78(5):C70-C73. doi: 10.12968/hmed.2017.78.5.C70.

No abstract available.

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Mehta N, Platt S. Optimizing a career in surgery. Br J Hosp Med (Lond). 2017;78(5):C70-C73doi: 10.12968/hmed.2017.78.5.C70.
Mehta, N., & Platt, S. (2017). Optimizing a career in surgery. British journal of hospital medicine (London, England : 2005), 78(5), C70-C73. https://doi.org/10.12968/hmed.2017.78.5.C70
Mehta, Nisarg, and Platt, Simon. "Optimizing a career in surgery." British journal of hospital medicine (London, England : 2005) vol. 78,5 (2017): C70-C73. doi: https://doi.org/10.12968/hmed.2017.78.5.C70
Mehta N, Platt S. Optimizing a career in surgery. Br J Hosp Med (Lond). 2017 May 02;78(5):C70-C73. doi: 10.12968/hmed.2017.78.5.C70. PMID: 28489440.
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Showing 37 to 48 of 2287 entries