The positive impact of structured teaching in the operating room-Reference-Cited by-同舟云学术

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The positive impact of structured teaching in the operating room

Published:2015-08-19 Issue:6 Volume:55 Page:601-605
ISSN:0004-8666
Container-title:Australian and New Zealand Journal of Obstetrics and Gynaecology
language:en
Short-container-title:Aust N Z J Obstet Gynaecol

Author:

Leung Yee¹,Salfinger Stuart¹,Mercer Annette²

Affiliation:

1. Gynaecologic Oncology; School of Women's and Infants' Health; The University of Western Australia; Subiaco Western Australia Australia

2. Faculty of Medicine, Dentistry & Health Sciences; The University of Western Australia; Crawley Western Australia Australia

Publisher

Wiley

Subject

Obstetrics and Gynaecology,General Medicine

Reference18 articles.

1. Survey of surgical skills of RANZCOG trainees;Obermair;Aust NZ J Obstet Gynaecol,2009

2. Relationships of how well attending physicians teach to their students' performances and residency choices;Griffith;Acad Med,1997

3. Surgical teaching quality makes a difference;Blue;Am J Surg,1999

4. Survey of surgical experience during training in obstetrics and gynaecology in the UK;Ghaem-Maghami;J Obstet Gynaecol,2006

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1. Reimagining faculty development: A paradigm shift from content to transformative learning processes;Medical Teacher;2024-08-18

2. Intraoperative teaching methods, models, and frameworks: A scoping review for surgical resident education;The American Journal of Surgery;2024-05

3. Matching intraoperative teaching and learning for medical undergraduates via modified briefing-intraoperative teaching-debriefing (BID) model;Scientific Reports;2023-08-23

4. Twelve tips for optimising learning for postgraduate doctors in the operating theatre;Medical Teacher;2023-04-27

5. Learning and Teaching in the Operating Room: A Surgical Perspective;Clinical Education for the Health Professions;2023

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