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Coaching in emergency medicine

  • Constance LeBlanc (a1) and Jonathan Sherbino (a2)
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Abstract

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Copyright

Corresponding author

Department of Emergency Medicine, Queen Elizabeth II Health Sciences Centre, Halifax Infirmary, Ste. 355, 1796 Summer St., Halifax NS B3H 3A7; Constance.LeBlanc@dal.ca

References

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6.Schultz, KW, Kirby, J, Delva, D, et al. Medical students’ andresidents’ preferred site characteristics and preceptor behaviours for learning in the ambulatory setting: a cross-sectional survey. BMC Med Educ 2004;4:12.
7.Thurgur, L, Bandiera, G, Lee, S, et al. What do emergency medicine learners want from their teachers? A multicenter focus group analysis. Acad Emerg Med 2005;12:856–61.
8.Sherbino, J, Frank, J, Lee, C, et al. Evaluating “ED STAT!”: a novel and effective faculty development program to improve emergency department teaching. Acad Emerg Med 2006;13:1062–9.
9.Lavoie, CF, Plint, AC, Clifford, TJ, et al. “I never hear what happens, even if they die”: a survey of emergency physicians about outcome feedback. CJEM 2009;11:523–8.
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13.Boehler, ML, Rogers, DA, Schwind, CJ, et al. An investigation of medical student reactions to feedback: a randomised controlled trial. Med Educ 2006;40:746–9.
14.Kurtz, S, Silverman, J, Draper, J. Teaching and learning communication skills in medicine. 2nd ed. Oxford (England): Radcliffe Publishing; 2005.
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17.Bandiera, G, Lendrum, D. Daily encounter cards facilitate competency-based feedback while leniency bias persists. CJEM 2008;10:4450.
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Keywords

Coaching in emergency medicine

  • Constance LeBlanc (a1) and Jonathan Sherbino (a2)

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