Cited by 154Innovations in Medical EducationHospital Admissions and OutcomesHealth and Medical Education

The DOI matches its Crossref record; 94 of the 97 references it cites were found in a registry or an index.

The rotational approach to medical education: time to confront our assumptions?

Holmboe, Eric, Ginsburg, Shiphra, Bernabeo, Elizabeth·2011·Medical Education

DOI 10.1111/j.1365-2923.2010.03847.x

Open this paper in CoChat — free account

Abstract

Medical Education 2011: 45 : 69–80 Context Trainees in undergraduate and postgraduate medical education engage in multiple transitions as part of the educational process, including many transitions that occur on both periodic and daily bases within medical education programmes. The clinical rotation, based on either a medical discipline or clinical care setting and occurring over a predetermined, short period of time, is a deeply entrenched educational approach with its roots in Abraham Flexner’s seminal report. Many assumptions about the presumed benefits of clinical rotations have become pervasive despite a lack of empirical evidence on their optimal timing and structure, and on how transitions between clinical rotations should occur. Methods In this paper, we examine the issue of rotational transitions from the three perspectives of sociology, learning theory, and the improvement of quality and safety. Results Discussion from the sociological perspective addresses the need for much greater attention to interprofessional relationships and professional development, whereas that from the learning theory perspective examines the gap between what is known from pedagogical and cognitive science and what is currently practised (learning theory). Discussion from the perspective of improving quality and safety refers to the critical need to embed trainees in functional clinical microsystems as meaningful participants. Conclusions Research is urgently needed on the effects of transitions on trainees, faculty staff, non‐doctor health care providers and patients in order to optimise future competency‐based training models and confirm or refute current assumptions.

Integrity signals

Registry

Crossref · 10.1111/j.1365-2923.2010.03847.x

Cites

94 of 94 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

The Adult Learner: A Neglected Species
Tiedeman, D. V., & Knowles, M. S. (1979) · Educational Researcher · doi:10.2307/1174362 · Cited by 3,872
Experiential Learning
LaVan, H., & Carley, C. (1984) · Simulation & Games · doi:10.1177/0037550084152005 · Cited by 3,151
The Improvement Guide: A Practical Approach to Enhancing Organizational Performance
(1997) · Quality Management Journal · doi:10.1080/10686967.1998.11919154 · Cited by 2,878
Accuracy of Physician Self-assessment Compared With Observed Measures of Competence: A Systematic Review
Davis, D. A., Mazmanian, P. E., Fordis, M., Van Harrison, R., Thorpe, K. E., & Perrier, L. (2006) · JAMA · doi:10.1001/jama.296.9.1094 · Cited by 2,375
The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention.
Clance, P. R., & Imes, S. A. (1978) · Psychotherapy: Theory, Research & Practice · doi:10.1037/h0086006 · Cited by 2,212
Profession of Medicine: A Study of the Sociology of Applied Knowledge.
Clausen, G. T., & Freidson, E. (1971) · American Sociological Review · doi:10.2307/2093843 · Cited by 2,047
Beyond curriculum reform
Hafferty, F. W. (1998) · Academic Medicine · doi:10.1097/00001888-199804000-00013 · Cited by 1,881
The hidden curriculum, ethics teaching, and the structure of medical education
Hafferty, F. W., & Franks, R. A. (1994) · Academic Medicine · doi:10.1097/00001888-199411000-00001 · Cited by 1,745
Understanding and Facilitating Adult Learning
Votruba, J. C., & Brookfield, S. (1987) · The Journal of Higher Education · doi:10.2307/1981795 · Cited by 1,680
The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance
Ericsson, K. A. (2006) · The Cambridge Handbook of Expertise and Expert Performance · doi:10.1017/cbo9780511816796.038 · Cited by 1,629

Show all 97 references

Research works printed but not linked: 6

NascaTJ.Where will the ‘milestones’ take us? The next accreditation system. ACGME [Accreditation Council for Graduate Medical Education] Bulletin September 2008.http://www.acgme.org/acWebsite/bulletin/ACG11_BulletinSep08_F.PDF. [Accessed 21 September 2010.]
Association of American Medical Colleges, 2004, Educating Doctors to Provide High Quality Medical Care: A Vision for Medical Education in the United States
Cooke M, 2010, Educating Physicians: A Call for Reform of Medical School and Residency. [Carnegie Foundation for the Advancement of Teaching
Axelson RD, 2009, Assessment in the Health Professions, 57
Institute of Medicine, 2003, Educating Health Professionals: A Bridge to Quality
Kegan R, 2001, How the Way We Talk Can Change the Way We Work, 67

Sorted by citations

Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86
Young, J. Q., Van Merrienboer, J., Durning, S., & Ten Cate, O. (2014) · Medical Teacher · doi:10.3109/0142159x.2014.889290 · Cited by 935
Implementation of competency‐based medical education: are we addressing the concerns and challenges?
Hawkins, R. E., Welcher, C. M., Holmboe, E. S., Kirk, L. M., Norcini, J. J., Simons, K. B., & Skochelak, S. E. (2015) · Medical Education · doi:10.1111/medu.12831 · Cited by 409
Self-citation
Faculty Development in Assessment: The Missing Link in Competency-Based Medical Education
Holmboe, E. S., Ward, D. S., Reznick, R. K., Katsufrakis, P. J., Leslie, K., Patel, V. L., Ray, D. D., & Nelson, E. A. (2011) · Academic Medicine · doi:10.1097/acm.0b013e31820cb2a7 · Cited by 325
Self-citation
“Rising to the Level of Your Incompetence”: What Physicians’ Self-Assessment of Their Performance Reveals About the Imposter Syndrome in Medicine
LaDonna, K. A., Ginsburg, S., & Watling, C. (2017) · Academic Medicine · doi:10.1097/acm.0000000000002046 · Cited by 315
Self-citation
Shadow Learning: Building Robotic Surgical Skill When Approved Means Fail
Beane, M. (2019) · Administrative Science Quarterly · doi:10.1177/0001839217751692 · Cited by 286
Developing the Master Learner
Schumacher, D. J., Englander, R., & Carraccio, C. L. (2013) · Academic Medicine · doi:10.1097/acm.0b013e3182a6e8f8 · Cited by 270
How and what do medical students learn in clerkships? Experience based learning (ExBL)
Dornan, T., Tan, N., Boshuizen, H., Gick, R., Isba, R., Mann, K., Scherpbier, A., Spencer, J., & Timmins, E. (2014) · Advances in Health Sciences Education · doi:10.1007/s10459-014-9501-0 · Cited by 198
Faculty staff perceptions of feedback to residents after direct observation of clinical skills
Kogan, J. R., Conforti, L. N., Bernabeo, E. C., Durning, S. J., Hauer, K. E., & Holmboe, E. S. (2012) · Medical Education · doi:10.1111/j.1365-2923.2011.04137.x · Cited by 180
Self-citation
Work‐Based Learning
Morris, C., & Blaney, D. (2010) · Wiley eBooks · doi:10.1002/9781444320282.ch5 · Cited by 165
Lost in Transition: The Experience and Impact of Frequent Changes in the Inpatient Learning Environment
Bernabeo, E. C., Holtman, M. C., Ginsburg, S., Rosenbaum, J. R., & Holmboe, E. S. (2011) · Academic Medicine · doi:10.1097/acm.0b013e318212c2c9 · Cited by 152
Self-citation
Competency-Based, Time-Variable Education in the Health Professions: Crossroads
Lucey, C. R., Thibault, G. E., & ten Cate, O. (2018) · Academic Medicine · doi:10.1097/acm.0000000000002080 · Cited by 153
Time to Trust: Longitudinal Integrated Clerkships and Entrustable Professional Activities
Hirsh, D. A., Holmboe, E. S., & ten Cate, O. (2014) · Academic Medicine · doi:10.1097/acm.0000000000000111 · Cited by 147
Self-citation
“It’s just not the culture”: A qualitative study exploring residents’ perceptions of the impact of institutional culture on feedback.
Ramani, S., Post, S. E., Könings, K., Mann, K., Katz, J. T., & van der Vleuten, C. (2017) · Teaching and Learning in Medicine · doi:10.1080/10401334.2016.1244014 · Cited by 138
What would happen to education if we take education evidence seriously?
van der Vleuten, C. P. M., & Driessen, E. W. (2014) · Perspectives on Medical Education · doi:10.1007/s40037-014-0129-9 · Cited by 110
Students’ workplace learning in two clerkship models: a multi‐site observational study
OʼBrien, B. C., Poncelet, A. N., Hansen, L. A., Hirsh, D. A., Ogur, B., Alexander, E. K., Krupat, E., & Hauer, K. E. (2012) · Medical Education · doi:10.1111/j.1365-2923.2012.04271.x · Cited by 75
Exploring the transition of undergraduate medical students into a clinical clerkship using organizational socialization theory
Atherley, A., Hambleton, I. R., Unwin, N. C., George, C., Lashley, P. M., & Taylor, C. G. (2016) · Perspectives on Medical Education · doi:10.1007/s40037-015-0241-5 · Cited by 79
Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace
Strand, P., Edgren, G., Borna, P., Lindgren, S. C., Wichmann-Hansen, G., & Stalmeijer, R. E. (2014) · Advances in Health Sciences Education · doi:10.1007/s10459-014-9546-0 · Cited by 72
Entrustable Professional Activities and Entrustment Decision Making: A Development and Research Agenda for the Next Decade
ten Cate, O., Balmer, D. F., Caretta‐Weyer, H. A., Hatala, R. A., Hennus, M. P., & West, D. C. (2021) · Academic Medicine · doi:10.1097/acm.0000000000004106 · Cited by 71
A “Safe Space” for Learning and Reflection: One Schoolʼs Design for Continuity With a Peer Group Across Clinical Clerkships
Chou, C. L., Johnston, C. B., Singh, B., Garber, J., Kaplan, E., Lee, K., & Teherani, A. (2011) · Academic Medicine · doi:10.1097/acm.0b013e31823595fd · Cited by 67
Building the Bridge to Quality: An Urgent Call to Integrate Quality Improvement and Patient Safety Education With Clinical Care
Wong, B. M., Baum, K. D., Headrick, L. A., Holmboe, E. S., Moss, F. M., Ogrinc, G. S., Shojania, K. G., Vaux, E. C., Warm, E. J., & Frank, J. R. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002937 · Cited by 65
Self-citation
How Supervisor Experience Influences Trust, Supervision, and Trainee Learning: A Qualitative Study
Sheu, L. C., Kogan, J. R., & Hauer, K. E. (2017) · Academic Medicine · doi:10.1097/acm.0000000000001560 · Cited by 63
Relationships as the Backbone of Feedback: Exploring Preceptor and Resident Perceptions of Their Behaviors During Feedback Conversations
Ramani, S., Könings, K. D., Ginsburg, S., & van der Vleuten, C. P. M. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002971 · Cited by 66
Self-citation
Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education
Ramani, S., Könings, K. D., Mann, K. V., & van der Vleuten, C. P. M. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1353071 · Cited by 56
Contextual Competence: How residents develop competent performance in new settings
Teunissen, P. W., Watling, C., Schrewe, B., Asgarova, S., Ellaway, R., Myers, K. A., Topps, M. H., & Bates, J. (2021) · Medical Education · doi:10.1111/medu.14517 · Cited by 66
Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education
Frank, J. R., Karpinski, J., Sherbino, J., Snell, L. S., Atkinson, A. R., Oswald, A., Hall, A. K., Cooke, L., Dojeiji, S., Richardson, D. L., et al. (2024) · Perspectives on Medical Education · doi:10.5334/pme.1096 · Cited by 64
Perspective
Schumacher, D. J., Slovin, S. R., Riebschleger, M. P., Englander, R., Hicks, P. J., & Carraccio, C. L. (2012) · Academic Medicine · doi:10.1097/acm.0b013e318257d57d · Cited by 52
Will Any Road Get You There? Examining Warranted and Unwarranted Variation in Medical Education
Holmboe, E. S., & Kogan, J. R. (2022) · Academic Medicine · doi:10.1097/acm.0000000000004667 · Cited by 45
Self-citation
Graduate Medical Education
Aschenbrener, C. A., Ast, C., & Kirch, D. G. (2015) · Academic Medicine · doi:10.1097/acm.0000000000000829 · Cited by 47
Ending student mistreatment: early successes and continuing challenges
Lind, K. T., Osborne, C. M., Badesch, B., Blood, A. G., & Lowenstein, S. R. (2019) · Medical Education Online · doi:10.1080/10872981.2019.1690846 · Cited by 45
Professional identity formation within longitudinal integrated clerkships: A scoping review
Brown, M. E. L., Whybrow, P., Kirwan, G., & Finn, G. (2021) · Medical Education · doi:10.1111/medu.14461 · Cited by 41
Learners, performers, caregivers, and team players: Descriptions of the ideal medical student in longitudinal integrated and block clerkships
OʼBrien, B. C., Hirsh, D. A., Krupat, E., Batt, J., Hansen, L. A., Poncelet, A. N., Ogur, B., & Hauer, K. E. (2015) · Medical Teacher · doi:10.3109/0142159x.2015.1033390 · Cited by 46
Workplace learning through peer groups in medical school clerkships
Chou, C. L., Teherani, A., Masters, D. E., Vener, M., Wamsley, M. A., & Poncelet, A. N. (2014) · Medical Education Online · doi:10.3402/meo.v19.25809 · Cited by 44
A review of longitudinal clinical programs in US medical schools
Gheihman, G., Jun, T. W., Young, G. J., Liebman, D. L., Sharma, K. K., Brandes, E. R., Ogur, B., & Hirsh, D. A. (2018) · Medical Education Online · doi:10.1080/10872981.2018.1444900 · Cited by 42
A Best Evidence Medical Education (BEME) systematic review of: What works best for health professions students using mobile (hand-held) devices for educational support on clinical placements? BEME Guide No. 52
Maudsley, G., Taylor, D., Allam, O., Garner, J., Călinici, T., & Linkman, K. (2018) · Medical Teacher · doi:10.1080/0142159x.2018.1508829 · Cited by 44
Residency Program Factors Associated With Depressive Symptoms in Internal Medicine Interns: A Prospective Cohort Study
Pereira‐Lima, K., Gupta, R. R., Guille, C., & Sen, S. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002567 · Cited by 42
A Developmental Approach to Internal Medicine Residency Education: Lessons Learned from the Design and Implementation of a Novel Longitudinal Coaching Program
Gonzalo, J. D., Wolpaw, D. R., Krok, K. L., Pfeiffer, M. P., & McCall-Hosenfeld, J. S. (2019) · Medical Education Online · doi:10.1080/10872981.2019.1591256 · Cited by 39
Articulating the ideal: 50 years of interprofessional collaboration in Medical Education
Paradis, E., Pipher, M., Cartmill, C., Rangel, J. C., & Whitehead, C. R. (2017) · Medical Education · doi:10.1111/medu.13331 · Cited by 40
On learning in the clinical environment
Liljedahl, M. (2018) · Perspectives on Medical Education · doi:10.1007/s40037-018-0441-x · Cited by 37
Living in a World of Change: Bridging the Gap From Competency-Based Medical Education Theory to Practice in Canada
Dagnone, D., Chan, M., Meschino, D. D. C., Bandiera, G. W., den Rooyen, C., Matlow, A., McEwen, L. A., Scheele, F., & Croix, R. S. (2020) · Academic Medicine · doi:10.1097/acm.0000000000003216 · Cited by 37
Medical students’ reactions to an experience-based learning model of clinical education
Hay, A., Smithson, S., Mann, K. V., & Dornan, T. (2013) · Perspectives on Medical Education · doi:10.1007/s40037-013-0061-4 · Cited by 38
How biased are you? The effect of prior performance information on attending physician ratings and implications for learner handover
Shaw, T., Wood, T. J., Touchie, C., Pugh, D., & Humphrey-Murto, S. M. (2020) · Advances in Health Sciences Education · doi:10.1007/s10459-020-09979-6 · Cited by 37
Better learning, better doctors, better community: how transforming clinical education can help repair society
Hirsh, D. A., & Worley, P. (2013) · Medical Education · doi:10.1111/medu.12278 · Cited by 36
Content and timing of feedback and reflection: a multi-center qualitative study of experienced bedside teachers
Gonzalo, J. D., Heist, B. S., Duffy, B. L., Dyrbye, L. N., Fagan, M. J., Ferenchick, G. S., Harrell, H. E., Hemmer, P. A., Kernan, W. N., Kogan, J. R., et al. (2014) · BMC Medical Education · doi:10.1186/1472-6920-14-212 · Cited by 36
Using Complexity Theory to Guide Medical School Evaluations
Jorm, C. M., & Roberts, C. (2017) · Academic Medicine · doi:10.1097/acm.0000000000001828 · Cited by 35
The Influence of Prior Performance Information on Ratings of Current Performance and Implications for Learner Handover: A Scoping Review
Humphrey-Murto, S. M., LeBlanc, A., Touchie, C., Pugh, D., Wood, T., Cowley, L., & Shaw, T. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002731 · Cited by 35
It takes a community to train a future physician: social support experienced by medical students during a community-engaged longitudinal integrated clerkship
Dubé, T. V., Schinke, R. J., & Strasser, R. P. (2019) · Canadian Medical Education Journal · doi:10.36834/cmej.43460 · Cited by 35
International students in speech-language pathology clinical education placements: Perceptions of experience and competency development
Attrill, S., Lincoln, M., & McAllister, S. (2015) · International Journal of Speech-Language Pathology · doi:10.3109/17549507.2015.1016109 · Cited by 33
Learn+Fun! Social Media and Gamification sum up to Foster a Community of Practice during an Emergency Medicine Rotation
Grangeia, T. D. A. G., de Jorge, B., Cecílio‐Fernandes, D., Tio, R. A., & Filho, C. (2018) · Health Professions Education · doi:10.1016/j.hpe.2018.11.001 · Cited by 38
Learning in Practice: A Valuation of Context in Time-Variable Medical Training
Teunissen, P. W., Kogan, J. R., ten Cate, O., Gruppen, L. D., & Lingard, L. (2018) · Academic Medicine · doi:10.1097/acm.0000000000002070 · Cited by 32
Preparing to prescribe: How do clerkship students learn in the midst of complexity?
McLellan, L., Yardley, S. J., Norris, B., de Bruin, A. B. H., Tully, M. P., & Dornan, T. (2015) · Advances in Health Sciences Education · doi:10.1007/s10459-015-9606-0 · Cited by 35
How Residents Develop Trust in Interns: A Multi-Institutional Mixed-Methods Study
Sheu, L. C., O’Sullivan, P., Aagaard, E., Tad‐y, D., Harrell, H. E., Kogan, J. R., Nixon, L. J., Hollander, H., & Hauer, K. E. (2016) · Academic Medicine · doi:10.1097/acm.0000000000001164 · Cited by 30
Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences
Young, J. Q., Sugarman, R., Schwartz, J., & O’Sullivan, P. (2020) · Teaching and Learning in Medicine · doi:10.1080/10401334.2020.1767107 · Cited by 30
Competency-based veterinary education: an integrative approach to learning and assessment in the clinical workplace
Bok, H. G. J. (2015) · Perspectives on Medical Education · doi:10.1007/s40037-015-0172-1 · Cited by 29
Putting the Pediatrics Milestones Into Practice: A Consensus Roadmap and Resource Analysis
Schumacher, D. J., Spector, N. D., Calaman, S., West, D. C., Cruz, M., Frohna, J. G., del Rey, J. A. G., Gustafson, K., Poynter, S. E., Rosenbluth, G., et al. (2014) · PEDIATRICS · doi:10.1542/peds.2013-2917 · Cited by 29
Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154
Marty, A., Linsenmeyer, M., George, B. C., Young, J. Q., Breckwoldt, J., & ten Cate, O. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2168527 · Cited by 28
Peer influence on students’ estimates of performance: social comparison in clinical rotations
Raat, A. N. (., Kuks, J. B. M., van Hell, E. A., & Cohen‐Schotanus, J. (2013) · Medical Education · doi:10.1111/medu.12066 · Cited by 36
Revolution or evolution? Putting the Flexner Report in context
Barr, D. A. (2010) · Medical Education · doi:10.1111/j.1365-2923.2010.03850.x · Cited by 29
Training medical students for the twenty-first century: Rationale and development of the Utrecht curriculum “CRU+”
ten Cate, O., Borleffs, J. C. C., van Dijk, M. R., Westerveld, T., & reforms, O. B. O. N. F. M. A. S. I. I. T. S. U. C. (2018) · Medical Teacher · doi:10.1080/0142159x.2018.1435855 · Cited by 26
Longitudinal training models for entrusting students with independent patient care?: A systematic review
Bonnie, L. H. A., Cremers, G. R., Nasori, M., Kramer, A. W. M., & van Dijk, N. (2021) · Medical Education · doi:10.1111/medu.14607 · Cited by 24
Learner Handover: Who Is It Really For?
Humphrey-Murto, S. M., Lingard, L., Varpio, L., Watling, C., Ginsburg, S., Rauscher, S., & LaDonna, K. A. (2020) · Academic Medicine · doi:10.1097/acm.0000000000003842 · Cited by 22
Self-citation
“You Have to Know the End of the Story”: Motivations to Follow Up After Transitions of Clinical Responsibility
Bowen, J. L., Ilgen, J. S., Irby, D. M., ten Cate, O., & OʼBrien, B. C. (2017) · Academic Medicine · doi:10.1097/acm.0000000000001919 · Cited by 22
Learning to interact and interacting to learn: a substantive theory of clinical workplace learning for diverse cohorts
King, E., Turpin, M. J., Green, W., & Schull, D. N. (2019) · Advances in Health Sciences Education · doi:10.1007/s10459-019-09891-8 · Cited by 21
Designing the learning of intraprofessional collaboration among medical residents
Looman, N., Graaf, J. D., Thoonen, B. P. A., van Asselt, D., GROOT, E. D., Kramer, A. W. M., Scherpbier, N. D., & Fluit, C. R. M. G. (2022) · Medical Education · doi:10.1111/medu.14868 · Cited by 22
Developmental aspects of medical competency and training: issues of curriculum design
Ringsted, C. V. (2010) · Medical Education · doi:10.1111/j.1365-2923.2010.03869.x · Cited by 21
Clinical education in the osteopathy program at Victoria University
Vaughan, B., Macfarlane, C., & Florentine, P. (2013) · International journal of osteopathic medicine · doi:10.1016/j.ijosm.2013.10.010 · Cited by 21
Orientation of medical trainees to a new clinical environment (the ready-steady-go model): a constructivist grounded theory study
Wiese, A., & Bennett, D. M. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03105-3 · Cited by 20
Improvement of quality and safety in health care as a new interprofessional learning module – evaluation from students
Gjessing, K., Hammar, M. L., Dahlberg, J., Torgé, C. J., & Faresjö, T. (2014) · Journal of Multidisciplinary Healthcare · doi:10.2147/jmdh.s62619 · Cited by 20
Faculty and Resident Engagement With a Workplace-Based Assessment Tool: Use of Implementation Science to Explore Enablers and Barriers
Young, J. Q., Sugarman, R., Schwartz, J., & O’Sullivan, P. (2020) · Academic Medicine · doi:10.1097/acm.0000000000003543 · Cited by 20
Seeking trust in entrustment: shifting from the planning of entrustable professional activities to implementation
Hauer, K. E. (2019) · Medical Education · doi:10.1111/medu.13920 · Cited by 20
Work‐based Learning
Morris, C. (2018) · Wiley eBooks · doi:10.1002/9781119373780.ch12 · Cited by 23
Competency-based medical education: The spark to ignite healthcare’s escape fire
Schumacher, D. J., Kinnear, B., Carraccio, C. L., Holmboe, E. S., Busari, J. O., van der Vleuten, C. P. M., & Lingard, L. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2232097 · Cited by 19
Self-citation
Differences Between Attendings’ and Fellows’ Perceptions of Futile Treatment in the Intensive Care Unit at One Academic Health Center
Neville, T. H., Wiley, J. F., Holmboe, E. S., Tseng, C., Vespa, P. M., Kleerup, E. C., & Wenger, N. S. (2014) · Academic Medicine · doi:10.1097/acm.0000000000000617 · Cited by 19
Self-citation
Keystone: Exploring Pediatric Residents’ Experiences in a Longitudinal Integrated Block
Michelson, C. D., Dzara, K., Ramani, S., Vinci, R. J., & Schumacher, D. J. (2018) · Teaching and Learning in Medicine · doi:10.1080/10401334.2018.1478732 · Cited by 19
Foundation doctors’ induction experiences
Miles, S., Kellett, J. E., & Leinster, S. (2015) · BMC Medical Education · doi:10.1186/s12909-015-0395-1 · Cited by 18
Barriers to workplace-based learning in the intensive care unit: A qualitative description of internal medicine residents’ and intensivists’ perspectives
Robillard, N., & Vincelette, C. (2021) · Medical Teacher · doi:10.1080/0142159x.2021.2015533 · Cited by 16
Descriptive analysis of junior doctor assessment in the first postgraduate year
Carr, S., Celenza, A., & Lake, F. (2014) · Medical Teacher · doi:10.3109/0142159x.2014.918255 · Cited by 17
Continuity of Care as an Educational Goal but Failed Reality in Resident Training: Time to Innovate
Ellman, M. S., Tobin, D. G., Stepczynski, J., & Doolittle, B. R. (2016) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-15-00278.1 · Cited by 15
Acting wisely in complex clinical situations: ‘Mutual safety’ for clinicians as well as patients
Dornan, T., Lee, C., Findlay‐White, F., Gillespie, H., & Conn, R. (2021) · Medical Teacher · doi:10.1080/0142159x.2021.1951693 · Cited by 14
Exploring the Teaching Motivations, Satisfaction, and Challenges of Veterinary Preceptors: A Qualitative Study
Hashizume, C. T., Myhre, D. L., Hecker, K. G., Bailey, J. V., & Lockyer, J. (2016) · Journal of Veterinary Medical Education · doi:10.3138/jvme.0715-120r · Cited by 14
Improving clerkship preparedness: a hospital medicine elective for pre-clerkship students
Connor, D. M., Conlon, P. J., OʼBrien, B. C., & Chou, C. L. (2017) · Medical Education Online · doi:10.1080/10872981.2017.1307082 · Cited by 14
It's not just what you know: junior trainees' approach to follow‐up and documentation
Cadieux, D. C., & Goldszmidt, M. A. (2017) · Medical Education · doi:10.1111/medu.13286 · Cited by 15
Evaluating clinical teaching through cognitive apprenticeship
Stalmeijer, R. E. (2011) · Research Publications (Maastricht University) · doi:10.26481/dis.20110707rs · Cited by 14
Advancing Workplace-Based Assessment in Psychiatric Education
Young, J. Q., Frank, J. R., & Holmboe, E. S. (2021) · Psychiatric Clinics of North America · doi:10.1016/j.psc.2021.03.005 · Cited by 12
Self-citation
Medical Students’ Socialization Tactics When Entering a New Clinical Clerkship: A Mixed Methods Study of Proactivity
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
Exploring aspects of medical students’ professional identity through their reflective expressions
Avargil, S., Saleh, A., & Kerem, N. C. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07611-y · Cited by 12
The Influence of Environment on Clinical Practice: Unspoken Rules
Krusen, N. (2011) · British Journal of Occupational Therapy · doi:10.4276/030802211x13232584581335 · Cited by 12
Medical education in an age of complexity, uncertainty and reflection. A coda to the Flexner centenary
Dornan, T., McKendree, J., & Robbé, I. (2010) · Medical Education · doi:10.1111/j.1365-2923.2010.03893.x · Cited by 12
Male(Volent) Medicine: Tensions and Contradictions In The Gendered Re/Construction of The Medical Profession in South Africa
Wildschut, A., & Gouws, A. (2013) · South African Review of Sociology · doi:10.1080/21528586.2013.802536 · Cited by 12
‘It’s more like checking in with an old friend’: A qualitative study of medical students’ experiences with longitudinal coaches throughout medical school
Charondo, L. B., Sheu, L. C., Bakke, B., & Hauer, K. E. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2284659 · Cited by 13
How preceptors develop trust in continuity clinic residents and how trust influences supervision: A qualitative study
Penner, J. C., Hauer, K. E., Julian, K. A., & Sheu, L. C. (2021) · Perspectives on Medical Education · doi:10.1007/s40037-021-00694-5 · Cited by 11
Work‐based learning
Morris, C., & Blaney, D. (2013) · Wiley eBooks · doi:10.1002/9781118472361.ch7 · Cited by 14
Residents, Responsibility, and Error: How Residents Learn to Navigate the Intersection
Shepherd, L. G., Chilton, S., & Cristancho, S. (2023) · Academic Medicine · doi:10.1097/acm.0000000000005267 · Cited by 10
The emotions experienced by family medicine residents and interns during their clinical trainings: a qualitative study
Tanrıöver, Ö., PEKER, Ş., Hıdıroğlu, S., Kitapçıoğlu, D., İnanıcı, S. Y., Karamustafalıoğlu, N., & Gülpınar, M. A. (2023) · Primary Health Care Research & Development · doi:10.1017/s1463423623000051 · Cited by 9
Using Backward Design for Competency-Based Undergraduate Medical Education
Joyce, B., & Swanberg, S. M. (2016) · Advances in medical education, research, and ethics (AMERE) book series · doi:10.4018/978-1-5225-2098-6.ch003 · Cited by 9
Getting the balance just right: Desirable difficulty in health professions education
Kinsey, H. (2022) · Medical Education · doi:10.1111/medu.14989 · Cited by 9
Improving end-of-rotation transitions of care among ICU patients
Denson, J. L., Knoeckel, J., Kjerengtroen, S., Johnson, R. L., McNair, B. K., Thornton, O., Douglas, I. S., Wechsler, M. E., & Burke, R. E. (2019) · BMJ Quality & Safety · doi:10.1136/bmjqs-2019-009867 · Cited by 9
The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors
Kogan, J. R., Lapin, J., Aagaard, E., Boscardin, C., Aiyer, M., Cayea, D., Cifu, A. S., Diemer, G., Durning, S. J., Elnicki, M., et al. (2015) · Teaching and Learning in Medicine · doi:10.1080/10401334.2014.979187 · Cited by 9
Through patient eyes: Can third-year medical students deliver the care patients expect?
Hoffman, K. G., Warne-Griggs, M. D., Donaldson, J. F., Rentfro, A. C., & Lu, W.-H. (2014) · Medical Teacher · doi:10.3109/0142159x.2014.947931 · Cited by 8
Overcoming challenges in primary care in Brazil: successful experiences in family medicine education
Blasco, P. G., Lamus-Lemus, F., Moreto, G., Janaudis, M. A., Levites, M. R., & de Paula, P. S. (2018) · Education for Primary Care · doi:10.1080/14739879.2018.1428917 · Cited by 8
Having a Bad Day Is Not an Option: Learner Perspectives on Learner Handover
Shaw, T., LaDonna, K. A., Hauer, K. E., Khalifé, R., Sheu, L. C., Wood, T., Montgomery, A., Rauscher, S., Aggarwal, S., & Humphrey-Murto, S. M. (2023) · Academic Medicine · doi:10.1097/acm.0000000000005433 · Cited by 7

Authors: Holmboe, E., Ginsburg, S., & Bernabeo, E.
Affiliations: American Board of Internal Medicine (US)
Corresponding author: Holmboe, Eric
ORCID: Holmboe, Eric
Ginsburg, Shiphra
Venue: Medical Education
Publisher: Wiley
Published: 2010-12-14
Volume: 45
Issue: 1
Pages: 69-80
ISSN: 0308-0110 (ISSN-L)
1365-2923
DOI: 10.1111/j.1365-2923.2010.03847.x
OpenAlex: W1602196365
Semantic Scholar: 480b3d7bd63f03c8d6c4c41ced709e3e9dbbd883
Cited by: 154
References: 97
Citations by year: 2026: 2 · 2025: 5 · 2024: 9 · 2023: 10 · 2022: 11 · 2021: 11 · 2020: 9 · 2019: 19 · 2018: 14 · 2017: 8 · 2016: 10 · 2015: 10 · 2014: 14 · 2013: 9 · 2012: 3
FWCI: 6.97
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Medical Education (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Education › Innovations in Medical Education
Health Sciences › Nursing › Leadership and Management › Hospital Admissions and Outcomes
Health Sciences › Health Professions › General Health Professions › Health and Medical Education
Keywords: clinical rotations, rotational transitions, undergraduate medical education, graduate medical education, interprofessional relations, professional development, learning theory, cognitive science, quality and safety, clinical microsystems, competency-based training, trainee experiences
MeSH terms: Competency-Based Education, Education, Medical, Graduate, Education, Medical, Undergraduate, Humans, Students, Medical

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

The rotational approach to medical education: time to confront our assumptions?

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks