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 |
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