| Literature DB >> 29020524 |
Constance Tucker1, Beth Choby2, Andrew Moore3, Robert Scott Parker4, Benjamin R Zambetti5, Sarah Naids3, Jillian Scott6, Jennifer Loome3, Sierra Gaffney7, Anna T Cianciolo8, Leslie A Hoffman9, Jaden R Kohn10, Patricia S O'Sullivan11, Robert L Trowbridge12.
Abstract
This Conversations Starter article presents a selected research abstract from the 2017 Association of American Medical Colleges Southern Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of 4 experts who shared their thoughts stimulated by the study. These thoughts explore the value of the Observed Structured Teaching Encounter in providing structured opportunities for medical students to engage with the complexities of providing peer feedback on professionalism.Mesh：
Year: 2017 PMID： 29020524 DOI： 10.1080/10401334.2017.1365001
Source DB: PubMed Journal: Teach Learn Med ISSN： 1040-1334 Impact factor: 2.414