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Resident as Teacher Bibliography

Bravata DMT, Huot SJ, Abernathy HS, Skeff KM, & Bravata DMC (2003). The development and implementation of a curriculum to improve clinicians' self-directed learning skills: A pilot project

Cleghorn GD & Baker GR (2000). What faculty need to learn about improvement and how to teach it to others. Journal of Interprofessional Care, 14(2).

DaRosa, D A, Skeff, K, Friedland, J A, Coburn, M, Cox, S, Pollart, S, O'Connell, M, Smith, S (2011). Barriers to effective teaching. Academic Medicine 86 453-459.

Elliot DL, Skeff KM, & Stratos GA (2000). How do you get to the improvement of teaching? A longitudinal faculty development program for medical educators. Teaching and Learning in Medicine, 11(1), 52-57.

Johansson J, Skeff K, & Stratos G (2009). Clinical teaching improvement: The transportability of the Stanford Faculty Development Program. Medical Teacher, 31: e377-e382.

Kernan WN, Hershman W, Alper EJ, Lee MY, Viscoli CM, Perry JR, & O'Connor PG (2008). Disagreement between students and preceptors regarding the value of teaching behaviors for ambulatory care settings. Teaching and Learning in Medicine, 20(2), 143-150.

Knight AM, Cole KA, Kern DE, Barker LR, Kolodner K, & Wright SM (2005). Long-term follow-up of a longitudinal faculty development program in teaching skills. Journal of General Internal Medicine, 20, 721-725.

Moser EM, Kothari N, & Stagnaro-Green A (2008). Chief residents as educators: An effective method of resident development. Teaching and Learning in Medicine, 20(4), 323-328.

Neher, J O (2006). A sequence of unfortunate events. Family Medicine 38(1) 16-7.

Neher, J O (2007). A teachable moment. Family Medicine 39(10) 749-50.

Neher, J O, Stevens, N G (2003). The one-minute preceptor: Shaping the teaching conversation. Family Medicine 35(6) 391-3.

Parrott, S, Dobbie, A, Chumley, H, Tysinger J W (2006). Evidence-based office teaching - the Five-Step Microskills Model of Clinical Teaching. Family Medicine 38(3) 164-7.

Regan-Smith M, Hierschmann K, & Iobst W (2007). Direct observation of faculty with feedback: An effective means of improving patient-centered and learner-centered teaching skills. Teaching and Learning in Medicine, 19(3), 278-286.

Simon SR, Davis D, Peters AS, Skeff KM, & Fletcher RH (2003). How do precepting physicians select patients for teaching medical students in the ambulatory primary care setting? Journal of General Internal Medicine, 18, 730-735.

Skeff, K M (1988). Enhancing teaching effectiveness and vitality in the ambulatory setting. Journal of General Internal Medicine 3(Mar/Apr Supplement).

Skeff, K M (1998). Role models - Guiding the future of medicine. The New England Journal of Medicine 339 2015-17.

Skeff, K M (2007). The chromosomal analysis of teaching: The search for promoter genes. Transactions of the American Clinical and climatological Association 118 123-132.

Skeff, K M, Ezejl-Okoye, S, Pompel, P, Rockson, S (2004). Benefits of resident work hours regulation. Annual Internal Medicine 140 816-19.

Skeff KM & Stratos GA (1985). Issues in the improvement of clinical instruction. AERA Annual Meeting symposium presentation.

Skeff KM, Stratos GA, Mygdal W, DeWitt TA, Manfred L, Quirk M, Roberts K, Greenberg L, & Bland CJ (1992). Faculty development: A resource for clinical teachers. Journal of General Internal Medicine, 12(s2), S56-S63.

Stratos GA, Bergen MR, & Skeff KM (2004). Editorial: Embedding faculty development in teaching hospitals. Journal of General Internal Medicine, 19.

Skeff publications web page