Bibliography 

 

BIBLIOGRAPHY-IMPROVING HOUSE STAFF TEACHING SKILLS

PROFESSIONAL DEVELOPMENT AND EDUCATOR DEVELOPMENT

Edwards, JC, Marier, RL, editors. Clinical teaching for medical residents. New York: Springer, 1988.

Ende, J. Feedback in clinical medical education. JAMA 1983;250:777-81.

Wray, NP, Friedland, JA. Detection and correction of house staff errors in physical diagnosis. JAMA. 1983,249;1035-37.

McCue, JD. The distress of internship. Causes and prevention. NEJM. 1985;312:449-52.

Reuben, DB. Depressive Symptoms in Medical House Officers. Archives of IM. 1985; 145: 286-88.

Stillman, PL, Swanson, DB,Swee,S,et al. Assessing clinical skills of residents with standardized patients. Ann Intern Med. 1986: 105;762-71.

Engel, GL. Physician-scientists and scientific physicians. Resolving the humanism-science dichotomy. Amer J Med 1987;82:107-11.

Edwards, JC, Plauche, WC, and Marier, RL. Handbook of Conferences on Teaching Skills for Residents. Louisiana State University Medical Center, New Orleans, LA. 1988.

Chan-Yan, C, Gillies, JH, et al. Clinical skills of medical residents: a review of physical examination. CMAJ.1988;139:629-632.

Friedland, JA. The application of social learning theory to graduate medical education:  A new view of the learning process, the curriculum, and the research.  Masters thesis. Houston, Texas:  The University of Texas, School of Public Health; May,1988.

Wray, NP, Friedland, JA, et al. Characteristics of house staff work rounds on two academic general medicine services. J Med Ed.1986;61:893-900.

Wilkerson, L.W., Lesky, L. and Medio, F.J. The Resident as Teacher during Work Rounds. J Med Ed. 1986;61:823-829.

Jellinek, MS.  Recognition and Management of Discord Within House Staff Teams. JAMA, 1986;256:754-5.

Dubovsky, SL. Coping with Entitlement in Medical Education. NEJM.1986. 315;1672-74.

Butterfield, PS. The stress of residency. Arch Int Med. 1988.148;1428-35.

Petersdorf, RG. Balancing concerns for quality patient care and quality residency training. Editorial. J Med Ed. 1988. 63;410-11.

Snell,L. Improving Medical Residents' Teaching Skills. Annals RCPSC. 1989; 22: 125-28.

Kay, J. Traumatic deidealization and the future of medicine. Editorial. JAMA. 1990;263:572-3.

Quill, TE and Williamson, PR.  Healthy Approaches to Physician Stress.  Arch Int Med.  1990. 150;1857-61.

Lesky, LG, and Borkan, SC. Strategies to Improve Teaching in the Ambulatory Care Setting. Arch. Int. Med. 1990;150:2133-2137.

Annals of Internal Medicine. Entire issue. 1 Jan 1991

Bing-You, RG. and Harvey, BJ. Factors Related to Residents' Desire and Ability to Teach in the Clinical Setting. Teaching and Learning in Medicine. 1991;3:95-100.

Wu, AW et al. Do House Officers Learn from their Mistakes? JAMA 1991; 265:2089-94.

Pristach, CA, Donoghue, GD, Sarkin, R. et al.  A Multidisciplinary Program to Improve the Teaching Skills of Incoming Housestaff.  Academic Medicine.  66(3):172-4, 1991

Sheets, KJ, Hankin, FM, and Schwenk, TL. Preparing Surgery House Officers for Their Teaching Role. American Journal of Surgery.  161(4):443-9, 1991

Donoghue, GD et al. A Core Curriculum for Entering Graduate Medical Education Trainees. Teaching and Learning in Medicine, 1992; 4: 62-68.

Bing-You, RG and Sproul, MS. Medical Students' Perceptions of Themselves and Residents as Teachers. Medical Teacher. 1992;14:25-30.

Bing-You, RG. and Tooker, J. Teaching Skills Improvement Programs in US Internal Medicine Residencies. Medical Education. 27(3):259-65, 1993

Handfield-Jones, R, et al. Creativity in medical education: the use of innovative techniques in clinical teaching. Medical Teacher. 1993; 15:3-10.

Irby, D. What Clinical Teachers in Medicine Need to Know. Academic Medicine, 1994; 69: 333-42.

Steinert, Y. Twelve tips for using role-plays in clinical teaching. Medical Teacher. 1993; 15: 283-291.

Schwenk, TL and Whitman, NA. Residents as Teachers. University of Utah. 1993.

Yedidia, MJ, et al. Doctors as Workers: Work-hour Regulations and Interns' Perceptions of Responsibility, Quality of Care and Training. JGIM. 1993; 8: 429-35

Ashton, CM, Wray, NP, Friedland, JA, et al.  The Association Between Residents' Work Rounds Syles and The Process and  Outcome of Medical Care.  J Gen Int Med.  9:208-212:1994

Litzelman, DK, Stratos, GA, and Skeff, KM.  The Effect of a Clinical Teaching Retreat on Residents' Teaching Skills.  Academic Medicine. 69:433-434, 1994

Leape, LL. Error in Medicine. JAMA. 1994; 272: 1851-68.

Orlander, JD et al. A Structured Clinical Feedback Exercise as a Learning to teach Practicum for Medical Residents. Academic Medicine, 1994; 69: 18-20.

Wipf, JE, Pinsky, LE, and Burke,W. Turning Interns into Senior Residents: Preparing Residents for their Teaching and Leadership Roles.  Academic Medicine. 70:591-596; 1995

Yedidia, MJ et al. Learners as Teachers: the conflicting roles of medical residents. JGIM, 1995;10:615-623.

Green, MJ. What(If Anything) Is Wrong with Residency Overwork? Annals of Internal Medicine, 1995;123:512-17.(Also see accompanying editorial pp 547-8 by Griner, PF)

Johnson, CE et al. Developing Residents as Teachers: Process and Content.  Pediatrics, 1996;97:907-16

Spickard, AS III  et al. Three essential features of a workshop to improve resident teaching skills.  Teach Learn Med. 1996; 8:168-71.

Spickard, AS III  et al. Improving Residents' Teaching Skills and Attitudes Toward Teaching. JGIM, 1996; 11:475-480.

Hundert, E.M., Douglas-Steele, D., & Bickel, J. Context in Medical Education:  The informal ethics curiculum.  Medical Education 1996; 30: 353-64.

Hundert, E.M. Characteristics of the informal curriculum and trainees’ ethical choices.  Academic Medicine, 1996; 71: 624-633.

Bing-You, RG, et al. A Randomized Multicenter Trial to Improve Resident Teaching with Written Feedback. Teaching and Learning in Medicine. 1997; 9: 10-13.

Schwenk, TL, and Whitman, NA. The Physician as Teacher. Baltimore:Williams and Wilkins, 1997.

Simon, SR, et al. The Importance of Feedback Training. Academic Medicine, 1997; 72:1-2.

O'Sullivan, PS, et al. Students' Educational Activities During Clerkship. Academic Medicine, 1997; 72: 308-13.

White, CB, et al. Teaching Residents to Teach. Arch Pediatr Adolesc Med., 1997; 151: 730-35.

Vu,TR et al. Prioritizing Areas for Faculty Development of Clinical Teachers by Using Student Evaluations for Evidence-based Decisions. Academic Medicine, 1997; 72:S7-9.

Caldicott, CV and Stern, DT. "Turfing" Narratives and the Ideology of Residency. Academic Medicine, 1997; 72: S54-56.

Friedland, JA et al. Skills for Internship. Academic Medicine, 1998; 73: 610-11.

Gelula, MH. Using Standardized Medical Students to Improve Junior Faculty Teaching. Academic Medicine, 1998; 73: 611-12

Dunnington, GL and DeRosa, D. A Prospective Randomized Trial of a Residents-as-Teachers Training Program. Academic Medicine, 1998; 73: 696-700.

Litzleman, DK et al. Factorial Validation of a Widely Disseminated Educational Framework for Evaluating Clinical Teachers. Academic Medicine, 1998; 73: 688-695.

Tacci, JA. The Resident as Teacher: A Neglected Role. JAMA, 1998; 280: 934m.

Stern, D. In Search of the Informal Curriculum: When and Where Professional Values are Taught. Academic Medicine, 1998; 73: S28-S30.

Hafferty, F.W.  Beyone Curriculum Reform:  Confronting Medicine’s Hidden Curriculum.  Academic Medicine, 1998; 73: 403-407.

Distlehorst, LH, et al, eds. Teaching and Learning in medical and surgical education. Mahwah, NJ, Erlbaum, 2000.

Morrison, EH and Hafler, JP. Yesterday a Learner, Today a teacher too: Residents as teachers in 2000. Pediatrics, 2000; 105:238-41.

Morrison, EH, Rucker, L et al. Lack of Correlation of Residents’ Acaemic Performance and Teaching Skills. American Journal of Medicine, 2000; 109: 238-40.

FACULTY DEVELOPMENT

McGaghie, WC, Frey, JJ. Handbook for the academic physician. New York:Springer, 1986.

Bland, CJ, et al. Successful faculty in academic medicine. New York:Springer, 1990.

Wilkerson, L and Irby, D. Strategies for Improving Teaching Practices: A Comprehensive Approach to Faculty Development. Academic Medicine, 1998; 73: 387-396.

Wilkerson, L and Sarkin, RT. Arrows in the Quiver: Evaluation of a Workshop on Ambulatory Teaching. Academic Medicine, 1998; 73: S67-9.

CLINICAL REASONING DEVELOPMENT

Elstein, AS, Shulman, LS, Sprafka, SA. Medical problem solving. Analysis of clinical reasoning. Cambridge: Harvard University Press,1978.

Barrows, HS, Tamblyn, RM. Problem-based learning: An approach to medical education. New York: Springer,1980.

Ende, J. Reflections on Teaching: An Essay Based on Two Books by Donald A. Schon.  (Book Review)  J Gen Int Med 5:183-5;1990

Kassirer, JP, Kopelman, R.I.. Learning Clinical Reasoning

Baltimore: Williams and Wilkins, 1991.

Bordage,G. Elaborated Knowledge: A Key to Successful Diagnostic Thinking. Academic Medicine, 1994; 68: 883-885.

IMPORTANT GENERAL MEDICAL EDUCATION REFERENCES

Physicians for the twenty-first century. J Med Ed 1984;59:part 2.

Readings in medical education: sources for innovative ideas. ACME-TRI bibliography. AAMC, 1990, 1991.

ACME-TRI Report, Academic Medicine, 1993;68:6 June Supplement

Anderson, M.B. Cohen, J.J., Hallock, J.E., Kassebaum, D.G., Turnbull, J., & Whitcomb, M. Learning objectives for medical student education-guidelines for medical schools:  Report I of the Medical Schools Objectives Project.  Academic Medicine, 1999: 74; 13-8.

Ludmerer, K.  Time to Heal.  New York:  Oxford, 1999.

Ludmerer, K.  Time and Medical Education.  Annals of Internal Medicine, 2000: 132; 25-28.

Compiled by:

Joan A. Friedland, M.D., M.P.H.

October, 2000