130
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Should we add patients in concordance of judgment learning tool panels? - An analysis between patients and primary care physicians

ORCID Icon, &

References

  • Berger AS, Niedra E, Brooks SG, Ahmed WS, Ginsburg S. 2020. Teaching professionalism in postgraduate medical education: a systematic review. Acad Med. 95(6):938–946. doi:10.1097/ACM.0000000000002987.
  • Birden H, Glass N, Wilson I, Harrison M, Usherwood T, Nass D. 2013. Teaching professionalism in medical education: a best evidence medical education (BEME) systematic review. BEME Guide No. 25. Med Teach. 35(7):e1252-1266–e1266. doi:10.3109/0142159X.2013.789132.
  • Bransen D, Govaerts MJB. 2020. How to conceptualise self-regulated learning: implications for measurement. Med Educ. 54(8):684–686. doi:10.1111/medu.14183.
  • Brody H, Doukas D. 2014. Professionalism: a framework to guide medical education. Med Educ. 48(10):980–987. doi:10.1111/medu.12520.
  • Charlin B, Roy L, Brailovsky C, Goulet F, van der Vleuten C. 2000. The script concordance test: a tool to assess the reflective clinician. Teach Learn Med. 12(4):189–195. doi:10.1207/S15328015TLM1204_5.
  • Compagnon L, Bail P, Huez JF, Stalnikiewicz B, Ghasarossian C, Zerbib Y, Piriou C, et al. 2013. Définitions et descriptions des compétences en médecine générale . exercer. 108:148–155.
  • Cruess RL, Cruess SR. 2006. Teaching professionalism: general principles. Med Teach. 28(3):205–208. doi:10.1080/01421590600643653.
  • Cruess SR, Cruess RL. 2000. Professionalism: a contract between medicine and society. CMAJ. 162(5):668–669.
  • Cruess SR, Cruess RL. 2012. Teaching professionalism – why, what and how. Facts Views Vision ObGyn. 4(4):259–265.
  • Cruess SR, Cruess RL, Steinert Y. 2010. Linking the teaching of professionalism to the social contract: a call for cultural humility. Med Teach. 32(5): :357–359. doi:10.3109/01421591003692722.
  • Dory V, Gagnon R, Vanpee D, Charlin B. 2012. How to construct and implement script concordance tests: insights from a systematic review. Med Educ. 46(6):552–563. doi:10.1111/j.1365-2923.2011.04211.x.
  • Fernandez N, Foucault A, Dubé S, Robert D, Lafond C, Vincent A-M, Kassis J, Kazitani D, Charlin B. 2016. Learning-by-concordance (LbC): introducing undergraduate students to the complexity and uncertainty of clinical practice. Can Med Ed J. 7(2):e104–e113. doi:10.36834/cmej.36690.
  • Foucault A, Dubé S, Fernandez N, Gagnon R, Charlin B. 2014. The concordance of judgement learning tool. Med Educ. 48(5):541–542. doi:10.1111/medu.12467.
  • Foucault A, Dubé S, Fernandez N, Gagnon R, Charlin B. 2015. Learning medical professionalism with the online concordance-of-judgment learning tool (CJLT): a pilot study. Med Teach. 37(10):955–960. doi:10.3109/0142159X.2014.970986.
  • Gandomkar R, Yazdani K, Fata L, Mehrdad R, Mirzazadeh A, Jalili M, Sandars J. 2020. Using multiple self-regulated learning measures to understand medical students’ biomedical science learning. Med Educ. 54. (8):727–737. doi:10.1111/medu.14079.
  • Goddard VCT, Brockbank S. 2023. Re-opening Pandora’s box: who owns professionalism and is it time for a 21st century definition? Med Educ. 57(1):66–75. doi:10.1111/medu.14862.
  • Hadwin A, Oshige M. 2011. Self-regulation, coregulation, and socially shared regulation: exploring perspectives of social in self-regulated learning theory. Teach Coll Rec. 113(2):240–264. doi:10.1177/016146811111300204.
  • Haney S, Rowland P, Ginsburg S. 2022. Patients’ perspectives on medical students’ professionalism: blind spots and opportunities. Med Educ. 56(7):724–735. doi:10.1111/medu.14735.
  • Hodges B, Paul R, Ginsburg S, . 2019. “Assessment of professionalism: from where have we come - to where are we going? an update from the Ottawa Consensus Group on the assessment of professionalism.” Med Teach41 (3): 249–255. doi:10.1080/0142159X.2018.1543862.
  • Jamieson S. 2004. Likert scales: how to (Ab)use them. Med Educ. 38(12):1217–1218. doi:10.1111/j.1365-2929.2004.02012.x.
  • Kiger ME, Varpio L. 2020. Thematic analysis of qualitative data: AMEE Guide No. 131. Med Teach. 42(8):846–854. doi:10.1080/0142159X.2020.1755030.
  • LaDonna KA, Taylor T, Lingard L. 2018. Why open-ended survey questions are unlikely to support rigorous qualitative insights. Acad Med. 93(3):347–349. doi:10.1097/ACM.0000000000002088.
  • Pell G. 2005. Use and misuse of likert scales. Med Educ. 39(9):970; author reply 971–970. author reply 971. doi:10.1111/j.1365-2929.2005.02237.x.
  • Rich JV. 2017. Proposing a model of co-regulated learning for graduate medical education. Acad Med. 92(8):1100–1104. doi:10.1097/ACM.0000000000001583.
  • Rovers SFE, Clarebout G, Savelberg HHCM, de Bruin ABH, van Merriënboer JJG. 2019. Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition Learning. 14(1):1–19. doi:10.1007/s11409-019-09188-6.
  • Sehlbach C, Rowland P. 2022. Opening up learning conversations: including patients. Med Educ. 56(10):962–964. doi:10.1111/medu.14876.
  • Tai J, Ajjawi R, Boud D, Dawson P, Panadero E. 2018. Developing evaluative judgement: enabling students to make decisions about the quality of work. High Educ. 76(3):467–481. doi:10.1007/s10734-017-0220-3.
  • Van De Camp K, MJFJ, Vernooij-Dassen RPTM, Grol BJ, AM, Bottema. 2004. How to conceptualize professionalism: a qualitative study. Med Teach. 26(8):696–702. doi:10.1080/01421590400019518.
  • van de Wiel MWJ, Van den Bossche P, Janssen S, Jossberger H. 2011. Exploring deliberate practice in medicine: how do physicians learn in the workplace? Adv Health Sci Educ Theory Pract. 16(1):81–95. doi:10.1007/s10459-010-9246-3.
  • Watling C, Driessen E, van der Vleuten CPM, Lingard L. 2012. Learning from clinical work: the roles of learning cues and credibility judgements. Med Educ. 46(2):192–200. doi:10.1111/j.1365-2923.2011.04126.x.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.