Joan Sargeant
Dalhousie University
PsychologyNursingHealth careQualitative researchPedagogyPerceptionPsychological interventionContinuing medical educationKnowledge translationCoachingMEDLINEContext (language use)Health services researchNova scotiaCurriculumMedical educationFamily medicineKnowledge managementFocus groupMedicine
104Publications
34H-index
3,200Citations
Publications 101
Newest
#1Walter TavaresH-Index: 17
#2Walter J. EppichH-Index: 31
Last. Joan SargeantH-Index: 34
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Feedback and debriefing are experience-informed dialogues upon which experiential models of learning often depend. Efforts to understand each have largely been independent of each other, thus splitting them into potentially problematic factions. Given their shared purpose of improving future perform
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#1Joan SargeantH-Index: 34
#2Tanya HillH-Index: 2
Last. Lynn BreauH-Index: 1
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#1Jocelyn LockyerH-Index: 45
#2Heather ArmsonH-Index: 14
Last. Joan SargeantH-Index: 34
view all 9 authors...
ABSTRACT Background The R2C2, a 4-phase feedback and coaching model, builds relationships, explores reactions, determines content and coaches for change, and facilitates formal feedback conversatio...
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#1Joan Sargeant (Dal: Dalhousie University)H-Index: 34
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#1Lara Best (Dal: Dalhousie University)H-Index: 3
#2Arpita Sengupta (Dal: Dalhousie University)H-Index: 1
Last. Joan Sargeant (Acadia University)H-Index: 34
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Abstract Introduction Physicians entering independent practice often express apprehension in managing the non-clinical aspects of practice. This study examined the perceived preparedness of radiation oncology (RO) residents for independent practice, identified education gaps, and discussed how these deficiencies could be addressed. Materials and methods Focus groups with senior RO residents, fellows, new-to-practice radiation oncologists (ROs), and residency program directors were conducted. Dat...
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#1Heather Armson (U of C: University of Calgary)H-Index: 14
#2Jocelyn Lockyer (U of C: University of Calgary)H-Index: 45
Last. Joan Sargeant (Dal: Dalhousie University)H-Index: 34
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OBJECTIVES: Coaching in medical education has recently gained prominence, but minimal attention has been given to key skills and determining how they work to effectively ensure residents are progressing and developing self-assessment skills. This study examined process-oriented and content-oriented coaching skills used in coaching sessions, with particular attention to how supervisors use them to enhance resident acceptance of feedback to enhance learning. METHODS: This qualitative study analyse...
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#1Cindy Shearer (Dal: Dalhousie University)H-Index: 14
#2Mark Bosma (Dal: Dalhousie University)H-Index: 2
Last. Andrew E. Warren (Dal: Dalhousie University)H-Index: 13
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AbstractBackground: Policies to guide remediation in postgraduate medical education exist in all Canadian medical schools. This study examines concordance between these policies and processes, and published “best practices” in remediation.Method: We conducted a literature review to identify best practices in the area of remediation. We then reviewed remediation policies from all 13 English medical schools in Canada other than our own and conducted interviews with key informants from each institu...
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#1Jocelyn Lockyer (U of C: University of Calgary)H-Index: 45
#2Heather Armson (U of C: University of Calgary)H-Index: 14
Last. Joan Sargeant (Dal: Dalhousie University)H-Index: 34
view all 5 authors...
This chapter describes an empirically derived model for impactful feedback discussions. The R2C2 model has four phases: Educators build the relationship (R) between educator and learner, gain learner reactions (R) to the feedback which can be used to determine the potential for change and development, and explore and ensure a mutual understanding of the content (C) in order to coach for change (C) to co-create achievable learning change plans that can be monitored to ensure learner progress. Two...
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#1Joan SargeantH-Index: 34
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