Marie‐Claude Audétat
Biographic Data
| ID | 7721235 |
|---|---|
| NAME | Marie‐Claude Audétat |
| GIVEN NAMES | Marie‐Claude |
| FAMILY NAME | Audétat |
| SIGNATURE | AUDÉTAT M C |
| AFFILIATIONS | University of Geneva |
| ORCID | 0000-0001-9126-2214 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning
Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of utmost importance. Yet there is little formal training for clinical supervisors in supervising this reasoning process. Distance education provides interesting opportunities for continuous professional development of healthcare professionals. This mixed methods study aimed at gaining in-depth understanding about whether and how clinical teachers can de…
Medical students as feedback assessors in a faculty development program
Background: Little is known about simulated students’ ability in assessing feedback received in Objective Structured Teaching Encounters (OSTEs). We aimed to assess to which extent students’ perceptions matched objective analysis regarding quality of received feedback, to explore what elements of feedback they emphasized and what they learned about feedback.Methods: In this mixed-method study, 43 medical students participated as simulated residen…
Training junior faculty to become clinical teachers
Background: Junior clinical faculty require institutional support in the acquisition of feedback and clinical supervision skills of trainees. We tested the effectiveness of a personalized coaching versus guided self-reflection format of a faculty development program at improving faculty skills and self-efficacy.Methods: Participants were evaluated both before and after the program using a four-station Objective Structured Teaching Exercise (OSTE)…
No prominent works on this page.
Medical students as feedback assessors in a faculty development program
Background: Little is known about simulated students’ ability in assessing feedback received in Objective Structured Teaching Encounters (OSTEs). We aimed to assess to which extent students’ perceptions matched objective analysis regarding quality of received feedback, to explore what elements of feedback they emphasized and what they learned about feedback.Methods: In this mixed-method study, 43 medical students participated as simulated residen…
Training junior faculty to become clinical teachers
Background: Junior clinical faculty require institutional support in the acquisition of feedback and clinical supervision skills of trainees. We tested the effectiveness of a personalized coaching versus guided self-reflection format of a faculty development program at improving faculty skills and self-efficacy.Methods: Participants were evaluated both before and after the program using a four-station Objective Structured Teaching Exercise (OSTE)…
Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning
Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of utmost importance. Yet there is little formal training for clinical supervisors in supervising this reasoning process. Distance education provides interesting opportunities for continuous professional development of healthcare professionals. This mixed methods study aimed at gaining in-depth understanding about whether and how clinical teachers can de…
Innovations in Medical Education (3 works) · Medical education (3 works) · Medicine (3 works) · Psychology (3 works) · Clinical Reasoning and Diagnostic Skills (2 works) · Professional development (2 works) · Coaching (1 works) · Empathy (1 works) · Faculty Development (1 works) · Feeling (1 works)