The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.
Clinical Teaching Based on Principles of Cognitive Apprenticeship: Views of Experienced Clinical Teachers
Open accessAbstract
PURPOSE: To explore (1) whether an instructional model based on principles of cognitive apprenticeship fits with the practice of experienced clinical teachers and (2) which factors influence clinical teaching during clerkships from an environmental, teacher, and student level as perceived by the clinical teachers themselves. The model was designed to apply directly to teaching behaviors of clinical teachers and consists of three phases, advocating teaching behaviors such as modeling, creating a safe learning environment, coaching, knowledge articulation, and exploration. METHOD: A purposive sample of 17 experienced clinical teachers from five different disciplines and four different teaching hospitals took part in semistructured individual interviews. Two researchers independently performed a thematic analysis of the interview transcripts. Coding was discussed within the research team until consensus was reached. RESULTS: All participants recognized the theoretical model as a structured picture of the practice of teaching activities during both regular and senior clerkships. According to participants, modeling and creating a safe learning environment were fundamental to the learning process of both regular and senior clerkship students. Division of teaching responsibilities, longer rotations, and proactive behavior of teachers and students ensured that teachers were able to apply all steps in the model. CONCLUSIONS: The theoretical model can offer valuable guidance in structuring clinical teaching activities and offers suggestions for the design of effective clerkships.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The text we found for this paper looks like another document, so the self-check wasn’t run.
Citations
Cites
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
Applying educational theory in practice
Kaufman, D. (2003) · BMJ · doi:10.1136/bmj.326.7382.213 · Cited by 840
Critically appraising qualitative research
Kuper, A., Lingard, L., & Levinson, W. (2008) · BMJ · doi:10.1136/bmj.a1035 · Cited by 784
Dornan, T., Boshuizen, H. P. A., KING, N. M., & Scherpbier, A. J. J. A. (2006) · Medical Education · doi:10.1111/j.1365-2929.2006.02652.x · Cited by 625
Self-citationAMEE Guide no. 34: teaching in the clinical environment
Ramani, S., & Leinster, S. (2008) · Medical Teacher · doi:10.1080/01421590802061613 · Cited by 588
Notes on Pragmatism and Scientific Realism
Cherryholmes, C. H. (1992) · Educational Researcher · doi:10.3102/0013189x021006013 · Cited by 464
Reliability of the Draw‐a‐man Test
Evans, R. K., Ferguson, N. S., Davies, P., & Williams, P. (1975) · Educational Research · doi:10.1080/0013188750180104 · Cited by 442
Teachability of Reflective Processes in Written Composition
Scardamalia, M., Bereiter, C., & Steinbach, R. (1984) · Cognitive Science · doi:10.1207/s15516709cog0802_4 · Cited by 339
Gordon, J., Hazlett, C. B., ten Cate, O., Mann, K. V., Kilminster, S., Prince, K. J. A. H., O’Driscoll, E., Snell, L. S., & Newble, D. I. (2000) · Medical Education · doi:10.1046/j.1365-2923.2000.00759.x · Cited by 170
Contextual tensions of the clinical environment and their influence on teaching and learning
Hoffman, K. G., & Donaldson, J. F. (2004) · Medical Education · doi:10.1046/j.1365-2923.2004.01799.x · Cited by 158
Stalmeijer, R. E., Dolmans, D. H. J. M., Wolfhagen, I. H. A. P., Muijtjens, A. M. M., & Scherpbier, A. J. J. A. (2010) · Academic Medicine · doi:10.1097/acm.0b013e3181f554d6 · Cited by 150
Self-citationIdentifying characteristics that students, interns and residents look for in their role models
Elzubeir, M. A., & Rizk, D. E. E. (2001) · Medical Education · doi:10.1046/j.1365-2923.2001.00870.x · Cited by 146
Bell, S. K., Krupat, E., Fazio, S. B., Roberts, D. H., & Schwartzstein, R. M. (2008) · Academic Medicine · doi:10.1097/acm.0b013e31816bdad5 · Cited by 99
How undergraduate clinical learning climates differ: a multi‐method case study
Boor, K., Scheele, F., van der Vleuten, C. P. M., Teunissen, P. W., den Breejen, E. M. E., & Scherpbier, A. J. J. A. (2008) · Medical Education · doi:10.1111/j.1365-2923.2008.03149.x · Cited by 88
Self-citationDeketelaere, A., Kelchtermans, G., Struyf, E., & Leyn, P. D. (2006) · Medical Education · doi:10.1111/j.1365-2929.2006.02551.x · Cited by 79
Proposal for a Collaborative Approach to Clinical Teaching
Beckman, T. J., & Lee, M. C. (2009) · Mayo Clinic Proceedings · doi:10.1016/s0025-6196(11)60543-0 · Cited by 72
Evaluating the performance of inpatient attending physicians
Smith, C. A., Varkey, A. B., Evans, A. T., & Reilly, B. M. (2004) · Journal of General Internal Medicine · doi:10.1111/j.1525-1497.2004.30269.x · Cited by 49
Learning in the clinical environment
Leinster, S. (2009) · Medical Teacher · doi:10.1080/01421590902744936 · Cited by 33
The power of one: Looking beyond the teacher in clinical instruction
Pratt, D. D., Harris, P., & Collins, J. B. (2009) · Medical Teacher · doi:10.1080/01421590802206721 · Cited by 21
Clinical teachers’ views on how teaching teams deliver and manage residency training
Slootweg, I. A., Lombarts, K. M. J. M. H., van der Vleuten, C. P. M., Mann, K. V., Jacobs, J. C. G., & Scherpbier, A. J. J. A. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.731108 · Cited by 18
Self-citationUsing Observations of Clinicians??? Teaching Practices to Build a Model of Clinical Instruction
Graffam, B., Bowers, L. A., & Keene, K. N. (2008) · Academic Medicine · doi:10.1097/acm.0b013e31817ebfa2 · Cited by 17
Clinical clerkships: students can structure their own learning
Smith, P., & Morrison, J. M. (2006) · Medical Education · doi:10.1111/j.1365-2929.2006.02546.x · Cited by 15
Flagged first, then by citations
Cited by
Sorted by citations
Standards for Reporting Qualitative Research: A Synthesis of Recommendations
O’Brien, B. C., Harris, I. B., Beckman, T. J., Reed, D. A., & Cook, D. A. (2014) · Academic Medicine · doi:10.1097/acm.0000000000000388 · Cited by 12,211
Cognitive apprenticeship in health sciences education: a qualitative review
Lyons, K., McLaughlin, J. E., Khanova, J., & Roth, M. T. (2016) · Advances in Health Sciences Education · doi:10.1007/s10459-016-9707-4 · Cited by 146
“In a subsequent study, 17 experienced clinical teachers agreed that this five factor model fit the teaching activities in student clerkships (Stalmeijer et al. 2013).”
BackgroundMethodInfluentialReddy, S. T., Zegarek, M. H., Fromme, H. B., Ryan, M. S., Schumann, S.-A., & Harris, I. B. (2015) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-14-00461.1 · Cited by 120
Some Learning Theories for Medical Educators
Dong, H., Lio, J., Sherer, R. D., & Jiang, I. (2021) · Medical Science Educator · doi:10.1007/s40670-021-01270-6 · Cited by 119
The wolf you feed: Challenging intraprofessional workplace‐based education norms
Stalmeijer, R. E., & Varpio, L. (2021) · Medical Education · doi:10.1111/medu.14520 · Cited by 77
Self-citationWhat makes a good clinical student and teacher? An exploratory study
Goldie, J., Dowie, A., Goldie, A., Cotton, P., & Morrison, J. (2015) · BMC Medical Education · doi:10.1186/s12909-015-0314-5 · Cited by 74
“The findings on what characterises a good teacher are consistent with other studies and reviews [5-7,15,16].”
ResultKrishna, L. K. R., Renganathan, Y., Tay, K. T., Tan, B. J. X., Chong, J. Y., Ching, A. H., Prakash, K., Quek, N. W. S., Peh, R. H., Chin, A., et al. (2019) · BMC Medical Education · doi:10.1186/s12909-019-1872-8 · Cited by 71
How physicians teach in the clinical setting: The embedded roles of teaching and clinical care
Steinert, Y., Basi, M., & Nugus, P. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1360473 · Cited by 52
“2015), or students’ learning of clinical communication (Quilligan 2015) as well as student and faculty perceptions of effective clinical teaching (Sheehan et al. 2005; Williams et al. 2008; Slootweg et al. 2013; Stalmeijer et al. 2013), mostly through interviews and focus groups.”
BackgroundUnpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load Theory
Young, J. Q., ten Cate, O., O’Sullivan, P., & Irby, D. M. (2016) · Teaching and Learning in Medicine · doi:10.1080/10401334.2015.1107491 · Cited by 54
Faculty development program evaluation: a need to embrace complexity
Fernández, N., & Audétat, M. (2019) · Advances in Medical Education and Practice · doi:10.2147/amep.s188164 · Cited by 46
“Yelon, Ford et al(31) suggest that enactment of change hinges on three factors: First, the ability to enact change must be fostered by the FD program itself by providing adequate cognitive support for competency development.(40,41) Second, FD participants have to be willing to apply their new learning in their workpla…”
BackgroundWhen I say … cognitive apprenticeship
Stalmeijer, R. E. (2015) · Medical Education · doi:10.1111/medu.12630 · Cited by 39
Self-citationOlmos‐Vega, F. M., Dolmans, D. H. J. M., Donkers, J. H. H. L. M., & Stalmeijer, R. E. (2015) · BMC Medical Education · doi:10.1186/s12909-015-0462-7 · Cited by 37
“they have the same supervisors for an extended period of time [10, 11], we only invited residents who had been enrolled in a residency programme for at least two months; this increased the likelihood of residents recognising the methods in the questionnaire.”
BackgroundInfluentialSelf-citationChen, H. C., O’Sullivan, P., Teherani, A., Fogh, S. E., Kobashi, B., & ten Cate, O. (2015) · Medical Teacher · doi:10.3109/0142159x.2015.1009431 · Cited by 33
“…practices in clinical settings that apply Collins’ cognitive apprenticeship model have focused on the model’s teaching strategies, but not on the challenge of engaging different level learners in the clinical workplace (Taylor & Care 1999; Woolley & Jarvis 2007; Stalmeijer et al. 2009, 2013).”
BackgroundA Vertically Integrated Online Radiology Curriculum Developed as a Cognitive Apprenticeship:
Lim‐Dunham, J. E., Ensminger, D. C., McNulty, J. A., Hoyt, A. E., & Chandrasekhar, A. J. (2015) · Academic Radiology · doi:10.1016/j.acra.2015.09.018 · Cited by 33
A review on cognitive apprenticeship in educational research: Application for management education
Matsuo, M., & Tsukube, T. (2020) · The International Journal of Management Education · doi:10.1016/j.ijme.2020.100417 · Cited by 33
Strengths and Challenges for Medical Students and Residents in Rural Japan
Ohta, R., Ryu, Y., Katsube, T., Otani, J., & Moriwaki, Y. (2021) · Family Medicine · doi:10.22454/fammed.2021.308872 · Cited by 32
Alford, D. P., Carney, B. L., Brett, B., Parish, S. J., & Jackson, A. H. (2016) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-15-00273.1 · Cited by 29
Cognitive Apprenticeship in Orthopaedic Surgery: Updating a Classic Educational Model
Butler, B. A., Butler, C. M., & Peabody, T. D. (2019) · Journal of surgical education · doi:10.1016/j.jsurg.2019.01.009 · Cited by 29
Foglesong, D., Spagnolo, A. B., Cronise, R., Forbes, J., Swarbrick, P., Edwards, J. P., & Pratt, C. W. (2021) · Community Mental Health Journal · doi:10.1007/s10597-021-00837-2 · Cited by 29
Twelve tips for addressing medical student and resident physician lapses in professionalism
Rougas, S. C., Gentilesco, B. J., Green, E., & Flores, L. (2015) · Medical Teacher · doi:10.3109/0142159x.2014.1001730 · Cited by 26
“Work-place based models such as cognitive apprenticeship, which focuses on making thoughts and actions explicit to the learner, may offer such a practical framework (Pimmer et al. 2012; Stalmeijer et al. 2013).”
BackgroundA Cognitive Apprenticeship-Based Faculty Development Intervention for Emergency Medicine Educators
Merritt, C., Daniel, M. M., Munzer, B., Nocera, M., Ross, J., & Santen, S. A. (2018) · Western Journal of Emergency Medicine · doi:10.5811/westjem.2017.11.36429 · Cited by 26
Improved cognitive apprenticeship clinical teaching after a faculty development program
Konishi, E., Saiki, T., Kamiyama, H., Nishiya, K., Tsunekawa, K., Imafuku, R., Fujisaki, K., & Suzuki, Y. (2019) · Pediatrics International · doi:10.1111/ped.14095 · Cited by 23
Hamoen, E. C., van Blankenstein, F. M., de Jong, P. G. M., Ray, A., & Reinders, M. E. J. (2020) · Teaching and Learning in Medicine · doi:10.1080/10401334.2020.1792309 · Cited by 27
Describing Ultrasound Skills Teaching by Near-Peer and Faculty Tutors Using Cognitive Apprenticeship
Hari, R., Caprez, R., Dolmans, D. H. J. M., Huwendiek, S., Robbiani, S., & Stalmeijer, R. E. (2022) · Teaching and Learning in Medicine · doi:10.1080/10401334.2022.2140430 · Cited by 22
“24 The CA methods adapted for clinical teaching are divided into modeling, coaching, articulation, and exploration.”
BackgroundMethodSelf-citationStructural Model of Professional Socialization of Nursing Students With Clinical Practice Experience
Kim, S., & Shin, Y. S. (2020) · Journal of Nursing Education · doi:10.3928/01484834-20200220-03 · Cited by 22
Feinstein, R. E., Huhn, R., & Yager, J. (2015) · Academic Psychiatry · doi:10.1007/s40596-015-0280-6 · Cited by 21
“[2, 3], shares the traditional apprenticeship’s focus on learning complex tasks from experts, but further emphasizes cognitive skills of the teachers and learners, not as readily observable [1, 2].”
Intelligent cooperation: A framework of pedagogic practice in the operating room
Sutkin, G., Littleton, E. B., & Kanter, S. L. (2017) · The American Journal of Surgery · doi:10.1016/j.amjsurg.2017.06.034 · Cited by 21
Identifying the Presence of Cognitive Apprenticeship in the Layered Learning Practice Model
Pinelli, N. R., McLaughlin, J. E., Khanova, J., Eckel, S. F., Vu, M. B., Weinberger, M., & Roth, M. T. (2018) · American Journal of Pharmaceutical Education · doi:10.5688/ajpe6155 · Cited by 21
“DISCUSSION Cognitive apprenticeship has been previously applied across various disciplines (eg, pharmacy, nursing, medicine, and veterinarymedicine) and settings (eg, classrooms, clinical, and online).(15,18-21) Additionally, the framework has also been used as a theoretical framework for designing learning environmen…”
MethodRyan, M. S., Lockeman, K. S., Feldman, M., & Dow, A. W. (2016) · Medical Science Educator · doi:10.1007/s40670-016-0235-x · Cited by 20
Teaching in the clinical workplace: looking beyond the power of ‘the one’
Stalmeijer, R. E. (2015) · Perspectives on Medical Education · doi:10.1007/s40037-015-0179-7 · Cited by 20
“Some results from more recent research indicate that it would perhaps be more naturalistic to approach clinical teaching as a team effort and not primarily as a solo endeavour [1, 2].”
Self-citationPreventing Error in the Operating Room: Five Teaching Strategies for High-Stakes Learning
Sampene, K., Littleton, E. B., Kanter, S. L., & Sutkin, G. (2018) · Journal of Surgical Research · doi:10.1016/j.jss.2018.10.050 · Cited by 19
Tariq, M., Iqbal, S., Haider, S. I., & Abbas, A. (2020) · Postgraduate Medical Journal · doi:10.1136/postgradmedj-2020-137519 · Cited by 18
Lin, Y. K., Lin, B. Y.-J., & Chen, D. (2019) · Medical Teacher · doi:10.1080/0142159x.2019.1648777 · Cited by 17
“The concept of cognitive apprenticeships has been used extensively across multidisciplinary medical professional training (Feinstein and Yager 2013; Stalmeijer et al. 2013; Saadati et al. 2015; LimDunham et al. 2016; Shoaib et al. 2018).”
MethodFeinstein, R. E. (2020) · Journal of Contemporary Psychotherapy · doi:10.1007/s10879-020-09480-6 · Cited by 16
Szyld, D., Uquillas, K. R., Green, B. R., Yavner, S. D., Song, H. S., Nick, M. W., Ng, G., Pusic, M. V., Riles, T. S., & Kalet, A. L. (2017) · Simulation in Healthcare The Journal of the Society for Simulation in Healthcare · doi:10.1097/sih.0000000000000254 · Cited by 16
Exploring nurses' role in guiding residents' workplace learning: A mixed‐method study
Jansen, I., Silkens, M., Galema, G., Vermeulen, H., Geerlings, S. E., Lombarts, K. M. J. M. H., & Stalmeijer, R. E. (2022) · Medical Education · doi:10.1111/medu.14951 · Cited by 19
Self-citationResidents’ method for gaining operative autonomy
Woelfel, I. A., Smith, B. Q., Strosberg, D. S., Villarreal, M. E., Harzman, A. E., Salani, R., Cochran, A. L., & Chen, X. P. (2020) · The American Journal of Surgery · doi:10.1016/j.amjsurg.2020.03.022 · Cited by 14
Vaughan, B. (2015) · BMC Medical Education · doi:10.1186/s12909-015-0358-6 · Cited by 14
“It includes issues related to patients such as safety and patient census - the availability and variety of patients and illnesses, clinic operational issues such as timetables and facilities, issues related to students such as time management [3], and individual characteristics issues related to the clinical educator…”
BackgroundClinical teaching and supervision in postgraduate psychiatry training: the trainee perspective
Stephan, A., & Cheung, G. (2016) · Australasian Psychiatry · doi:10.1177/1039856216679539 · Cited by 14
Factors affecting learning during internship: A qualitative study of junior doctors
Isaacs, A. N., & Spencer, B. A. (2022) · Australian Journal of General Practice · doi:10.31128/ajgp-02-21-5821 · Cited by 13
Continuity of supervision: Does it mean what we think it means?
Lee, A., & Ross, S. (2020) · Medical Education · doi:10.1111/medu.14378 · Cited by 13
Atherley, A., Hu, W. C.-Y., Dolmans, D. H. J. M., Teunissen, P. W., & Hegazi, I. (2022) · Academic Medicine · doi:10.1097/acm.0000000000004627 · Cited by 14
Self-citationKercheval, J. B., Mott, N. M., Kim, K. D., Boscardin, C., Klein, B. A., Hauer, K. E., & Daniel, M. M. (2022) · Teaching and Learning in Medicine · doi:10.1080/10401334.2022.2030235 · Cited by 14
A Novel Curriculum to Optimize Emergency Medicine Residents’ Exposure to Pediatrics
Merritt, C., Gaines, S. A., Smith, J., & Santen, S. A. (2017) · Western Journal of Emergency Medicine · doi:10.5811/westjem.2016.10.31248 · Cited by 12
Physician development through interprofessional workplace interactions: A critical review
Miller, K. A., Ilgen, J. S., de Bruin, A. B. H., Pusic, M. V., & Stalmeijer, R. E. (2024) · Medical Education · doi:10.1111/medu.15564 · Cited by 13
Self-citationLeveraging Technology to Overcome the “Scalability Problem” in Communication Skills Training Courses
Callahan, M. E., Brant, E. B., Mohan, D., Norman, M. K., Arnold, R. M., & White, D. B. (2021) · ATS Scholar · doi:10.34197/ats-scholar.2020-0164ps · Cited by 14
“Targeted communication skills practice Provides time on task- and goaldirected practice (18, 58, 59)”
BackgroundRodino, A. M., & Wolcott, M. D. (2019) · Teaching and Learning in Medicine · doi:10.1080/10401334.2019.1604356 · Cited by 11
Jansen, I., Silkens, M., Stalmeijer, R. E., & Lombarts, K. M. J. M. H. (2019) · Medical Teacher · doi:10.1080/0142159x.2019.1641591 · Cited by 10
“Clinical teachers have an important role in creating and maintaining a supportive learning climate since they are responsible for training residents (Slootweg et al. 2013; Stalmeijer et al. 2013).”
BackgroundSelf-citationRegression analyses of questionnaires in bedside teaching
Ramackers, W., Stupak, J. V., Marcheel, I. L., Tuffs, A., Schrem, H., Fischer, V., & Beneke, J. (2020) · BMC Medical Education · doi:10.1186/s12909-020-02295-y · Cited by 11
Leedham-Green, K. E., Wylie, A., Ageridou, A., Knight, A., & Smyrnakis, Ε. (2019) · MedEdPublish · doi:10.15694/mep.2019.000016.1 · Cited by 9
“The educational approach follows the cognitive apprenticeship model (Collins, Brown and Newman, 1989; Stalmeijer et al. , 2013).”
MethodA Clinical Reasoning-Encoded Case Library Developed through Natural Language Processing
Zack, T. I., Dhaliwal, G., Geha, R. M., Margaretten, M. E., Murray, S. G., & Hong, J. C. (2022) · Journal of General Internal Medicine · doi:10.1007/s11606-022-07758-0 · Cited by 9
“One approach to teaching the complex cognitive task of reasoning is through a cognitive apprenticeship model where experienced professionals externalize their thought processes.(2,3) This structured and intentional thinking-out-loud conveys the facts and considerations that drive decision-making.”
BackgroundPasternack, J. R., Dadiz, R., McBeth, R., Gerard, J., Scherzer, D. J., Tiyyagura, G. K., Zaveri, P. P., Chang, T. P., Auerbach, M. A., & Kessler, D. O. (2016) · Academic Pediatrics · doi:10.1016/j.acap.2016.04.010 · Cited by 10
Autonomía y supervisión del residente de cirugía: ¿se cumplen las expectativas en el quirófano?
Domínguez, L. C., Urueña, N., Sanabria, Á., Pepín, J. J., Mosquera, M., Vega, N. V., & Osorio, C. (2017) · Educación Médica · doi:10.1016/j.edumed.2017.03.014 · Cited by 8
Raksamani, K., & Stalmeijer, R. E. (2019) · BMC Medical Education · doi:10.1186/s12909-019-1648-1 · Cited by 8
Self-citationMithoowani, S., Khattak, S., Lieberman, S., Tseng, E. K., Zeller, M. P., & van Merriënboer, J. J. G. (2023) · Academic Medicine · doi:10.1097/acm.0000000000005573 · Cited by 7
Salajegheh, M., Rooholamini, A., & Norouzi, A. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05253-0 · Cited by 8
“However, they found that certain environmental factors, such as time constraints, can limit the opportunity for articulation [29].”
Sheu, L. C., Burke, C., Masters, D. E., & O’Sullivan, P. (2018) · Teaching and Learning in Medicine · doi:10.1080/10401334.2018.1433044 · Cited by 7
Learning-by-Concordance of Perception: A Novel way to Learn to Read Thoracic Images
Lafond, C., Kazitani, D., Robert, G., Charlin, B., & Fernández, N. (2022) · Academic Radiology · doi:10.1016/j.acra.2022.04.015 · Cited by 7
Pathology Resident Perspectives on Feedback and a Proposed Trainee Curriculum on Giving Feedback
Prayson, R. A., & Rowe, J. J. (2016) · American Journal of Clinical Pathology · doi:10.1093/ajcp/aqw140 · Cited by 7
A revised model of cognitive apprenticeship: A qualitative study
Matsuo, M. (2024) · International Journal of Training and Development · doi:10.1111/ijtd.12336 · Cited by 14
Wisener, K., Driessen, E. W., Tan, A., Cuncic, C., & Eva, K. W. (2024) · Advances in Health Sciences Education · doi:10.1007/s10459-024-10367-7 · Cited by 7
“…of aligning with ongoing calls for teacher assessment systems to be less reliant on learners, and more holistic, where SETs are merely one of several data points used to inform performance improvement (Constantinou & Wijnen-Meijer, 2022; Stalmeijer et al., 2013 ; Kreitzer & Sweet-Cushman, 2022).”
Thyness, C., Steinsbekk, A., Andersson, V., & Grimstad, H. (2023) · Advances in Medical Education and Practice · doi:10.2147/amep.s391531 · Cited by 6
Comparison of Practical Skills Teaching by Near-Peers and Faculty
Hari, R., Oppliger, S., Dolmans, D. H. J. M., Huwendiek, S., & Stalmeijer, R. E. (2025) · Academic Medicine · doi:10.1097/acm.0000000000006003 · Cited by 5
“14 Clinical teaching does this in a 3-stage process 15 : (1) the instructor starts the session by creating a safe learning climate and then models the task, (2) the instructor coaches the student to perform the task, each time with less supervision (sca ff olding), and (3) the instructor uses…”
Self-citationAdapting Teaching to the Clinical Setting
Hunt, J., Brannan, E. H., & Hudziak, V. (2021) · Psychiatric Clinics of North America · doi:10.1016/j.psc.2020.12.003 · Cited by 5
The Daily Fact Pile: Exploring Mutual Microlearning in Neurology Resident Education
Saba, K., Jiang, B., Yasin, R., & Hoyle, J. C. (2024) · Teaching and Learning in Medicine · doi:10.1080/10401334.2024.2326477 · Cited by 5
“14,52 Hence, for mutual micro-learning tools to succeed it is important to establish a supportive and non-judgmental environment.”
Li, Z., Asoodar, M., de Jong, N., Keulers, T. G., Liu, X., & Dolmans, D. H. J. M. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05624-7 · Cited by 5
“For instance, Stalmeijer, Dolmans [23] show how an expert, serving as a role model, provides guidance that facilitates student learning by demonstrating clinical skills and reasoning out loud.”
BackgroundSelf-citationGoldie, J., Dowie, A., Goldie, A., Cotton, P., & Morrison, J. (2014) · Medical Teacher · doi:10.3109/0142159x.2014.947943 · Cited by 5
“Stalmeijer et al. (2013) reported similar findings in a study of Dutch clinical teachers and Hauer et al. (2012) of US clinical students.”
ResultInvestigating Confidence Levels of Saudi Clinical Supervisors in Radiology Departments
Alyami, J., Alsharif, W. M., Almutairi, F. F., Alyami, A. S., Khalifa, N., Angawi, B., Alotaibi, H., Aljedaani, H., Alaabsi, M., Alfuraih, A. M., et al. (2022) · Advances in Medical Education and Practice · doi:10.2147/amep.s355596 · Cited by 5
Application of cognitive apprenticeship model in clinical education: A scoping review
Salajegheh, M. (2023) · Journal of Medical Education Development · doi:10.52547/edcj.16.49.9 · Cited by 4
Cognitive Apprenticeship: A Roadmap to Improve Clinical Teaching
Daniel, M. M., Clyne, B., Fowler, R., Sutton, E., Rougas, S. C., Warrier, S. S., Farmer, K., & Doshi, A. A. (2015) · MedEdPORTAL · doi:10.15766/mep_2374-8265.10245 · Cited by 4
Orlando, M. S., Moulder, J. K., Carrillo, J. F., Carey, E. T., Findley, A. D., Atashroo, D., & Dassel, M. (2021) · Journal of Minimally Invasive Gynecology · doi:10.1016/j.jmig.2021.04.021 · Cited by 4
Lacasse, M., Renaud, J., Cantat, A., & Saucier, D. (2017) · Éducation et francophonie · doi:10.7202/1039025ar · Cited by 4
The expectations and experiences of newly qualified diagnostic radiographers
Naylor, S. M. (2014) · SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University) · Cited by 4
Clinical internship curriculum systems: a comparative analysis on the 4C/ID perspective
Cheng, T., Han, Y., Yuan, W., Gu, S., & Shen, N. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07810-7 · Cited by 3
“Foreign evaluation systems featured “student” as the highest-frequency term, embedding pedagogical frameworks like “cognitive apprenticeship” [22, 23], “scaffolded learning” [24, 25], and “reflective practice” [26, 27].”
Wilbur, K., Teunissen, P. W., Scheele, F., & Driessen, E. W. (2021) · Medical Teacher · doi:10.1080/0142159x.2021.1874325 · Cited by 3
“In these workplace-based settings, assessment is typically the responsibility of discipline-specific clinical supervisors, but students often train within various configurations of interprofessional teams in direct patient care settings (Stalmeijer et al. 2013).”
BackgroundSocial Dynamics of Advice-Seeking: A Network Analysis of Two Residency Programs
Akbari-Kamrani, M., Hejri, S. M., Ivan, R., & Nooraie, R. Y. (2023) · Teaching and Learning in Medicine · doi:10.1080/10401334.2023.2168671 · Cited by 4
“A few studies have touched upon the social aspects of residency education 19–21 and some suggested that residents’ learning takes place in the process of building and maintaining connections and relationships with others.”
BackgroundSalud comunitaria. Innovando en la formación de residentes de medicina familiar y comunitaria
Miota, A. C., Pérez, B. V., Lineros-González, C., & Hernán-García, M. (2023) · Gaceta Sanitaria · doi:10.1016/j.gaceta.2023.102330 · Cited by 3
Jaconia, G. D., Naus, C. A., & Lee, A. J. (2023) · International Journal of Obstetric Anesthesia · doi:10.1016/j.ijoa.2023.103923 · Cited by 2
Goloff, N., Sultanem, L., Fong-Leboeuf, A., Grant, E. C., Kinsella, E. A., Humphreys, J., Williams, R. C., Verstegen, D. M. L., & Kwolek, E. (2025) · Academic Pediatrics · doi:10.1016/j.acap.2025.103131 · Cited by 2
Fagerbakk, S. A., Brattland, H., Laugen, N. J., Holgersen, K. H., Vogel, P. A., & Ryum, T. (2026) · Psychotherapy Research · doi:10.1080/10503307.2026.2615393 · Cited by 2
Dewhirst, C. B. (2023) · Early Child Development and Care · doi:10.1080/03004430.2023.2187326 · Cited by 3
“Adding to the current literature, this research suggests the CA model could be used to provide practicum students with high quality mentoring experiences (see De Jager, Reezigt, & Creemers, 2002; Lafferty, 2018; Sailors et al., 2004; Stalmeijer et al., 2009; 2013).”
MethodAmir‐Rad, F., & Gordon, L. J. (2024) · European Journal Of Dental Education · doi:10.1111/eje.13036 · Cited by 2
Singh, K., & Singh, A. (2021) · MAMC Journal of Medical Sciences · doi:10.4103/mamcjms.mamcjms_127_21 · Cited by 2
Mukherjee, B., Pfleeger, J., Custodio, H., Roca, M. R., Khalsa, G., & Clanton, C. (2026) · Medical Education Online · doi:10.1080/10872981.2026.2687304 · Cited by 1
Penner, J. C., Alemán, M. J., Guzman, A. A., Berkowitz, A. L., & Nematollahi, S. (2024) · Medical Education Online · doi:10.1080/10872981.2024.2414559 · Cited by 1
Immersive virtual reality–based manual therapy training: a mixed-methods trial
Trinidad‐Fernández, M., Bossavit, B., Fuentes-Abolafio, I. J., García-Conejo, C., Mayorga-Vega, D., Díaz-Balboa, E., & Cuesta‐Vargas, A. (2026) · Educational Technology Research and Development · doi:10.1007/s11423-026-10620-3 · Cited by 1
“Education in Health Sciences frequently apply the cognitive apprenticeship principles which emphasize guided learning through modeling, coaching, feedback, and reflection (Lyons et al., 2017; Stalmeijer et al., 2013).”
Adopting a learning stance: An essential tool for competency development.
Giroux, M., Saucier, D., Cameron, C. F., & Rheault, C. (2016) · PubMed Central · Cited by 1
Fall, L. H. (2015) · Medical Science Educator · doi:10.1007/s40670-015-0192-9 · Cited by 1
“continue to build a useful cognitive network by meaningfully relating these small knowledge ‘packages’ to one another through further examples [11, 12].”
BackgroundLa position d’apprentissage: Un incontournable pour le développement des compétences
Giroux, M., Saucier, D., Cameron, C. F., & Rheault, C. (2016) · PubMed Central · Cited by 1
Veilederatferd og opplevd læringsutbytte ved klinisk veiledning av medisinstudenter
Sharma, R., Thyness, C., Grimstad, H., & Vallersnes, O. M. (2024) · Michael · doi:10.5617/michael.11663 · Cited by 1
“Dette kan også knyttes opp mot teorien om cognitive apprenticeship og situert læring, som beskriver at læring oppstår i en dynamisk interaksjon mellom den som lærer, og miljøet rundt, inklu-dert den som underviser (13, 14, 20).”
BackgroundSimulation for Procedural Tasks
Rivière, É., Asselin, M., Lafleur, A., & Chiniara, G. (2019) · Elsevier eBooks · doi:10.1016/b978-0-12-815657-5.00027-9 · Cited by 1
Audétat, M., Cerutti, B., Rieder, A., & Fernández, N. (2020) · Creative Education · doi:10.4236/ce.2020.113023 · Cited by 1
“Stalmeijer’s (Stalmeijer et al., 2013) work on clinical supervision focuses on the teacher’s actions to create a safe learning environment, in which students feel free to ask questions and are not under pressure if they fail or make a mistake.”
BackgroundSPECIFIČNOSTI SUPERVIZIJE OBITELJSKIH MEDIJATORA U SUSTAVU SOCIJALNE SKRBI
Franc, B. S. (2020) · Annual of Social Work · doi:10.3935/ljsr.v27i2.362 · Cited by 1
Diatewa, J. E., Mondzié, I. F. N., Motoula-Latou, D. H. B., Sounga-Banzouzi, E. P. G., Kaba, Y., Mpandzou, G. A., & Ossou-Nguıet, P. M. (2023) · Neuroscience & Medicine · doi:10.4236/nm.2023.142002 · Cited by 1
Workplace Learning through Interaction
Olmos‐Vega, F. M. (2018) · doi:10.26481/dis.20181207fo · Cited by 1
Giroux, M. F., Saucier, D., Cameron, C. F., & Rheault, C. (2016) · Canadian Family Physician
RESIDENT AS TEACHER IN CLERKSHIP: STUDENTS’ AND RESIDENTS’ PERCEPTION
Fitriyani, N. W., Emilia, O., & Widyandana, D. (2018) · Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education · doi:10.22146/jpki.41845
Clinical Teaching as a Challenge in Transforming the Nursing Profession in Estonia
Kotkas, K., Heikkinen, A., & Jõgi, L. (2021) · Professions and Professionalism · doi:10.7577/pp.3995
“Yet the challenge in clinical teaching is to go beyond the professional identity of a nurse, which seems to dominate other professional identities, as long as the main obligation of teachers is to perform their clinical responsibilities (cf. Stalmeijer et al., 2013).”
BackgroundAtherley, A. (2021) · Research Publications (Maastricht University) · doi:10.26481/dis.20210927aa
Leseth, A. B. (2021) · Professions and Professionalism · doi:10.7577/pp.4714
Metadata
- Authors
- Stalmeijer, R. E., Dolmans, D. H. J. M., Snellen-Balendong, H. A. M., van Santen-Hoeufft, M., Wolfhagen, I. H. A. P., & Scherpbier, A. J. J. A.
- Affiliations
- Maastricht University (NL)
- Corresponding author
- Stalmeijer, Renée E.
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2013-06
- Volume
- 88
- Issue
- 6
- Pages
- 861-865
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W1983763095
- Cited by
- 124
- References
- 22
- Citations by year
- 2026: 9 · 2025: 9 · 2024: 17 · 2023: 8 · 2022: 9 · 2021: 12 · 2020: 14 · 2019: 10 · 2018: 6 · 2017: 6 · 2016: 10 · 2015: 12 · 2014: 2
- FWCI
- 8.16
- Type
- journal article
- Language
- en
- Open access
- Licence
- other-oa
- Locations
- Academic Medicine (publishedVersion)
- PubMed (publishedVersion)
- Research Publications (Maastricht University) (publishedVersion, other-oa)
- Research Publications (Maastricht University) (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- cognitive apprenticeship, clinical teaching, clinical rotations, clinical instructors, modeling, safe learning environment, coaching, knowledge articulation, exploration, teaching responsibilities, medical education
- MeSH terms
- Clinical Clerkship, Cognition, Education, Medical, Faculty, Medical, Female, Humans, Male, Models, Educational
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
