135- Karpicke JD, Roediger HL. The critical importance of retrieval for learning. Science.
2008;319:966–8. - Larsen DP, Bulter AC, Aung WY, Corboy JR, Friedman DI, Sperling MR. The effects of
test-enhanced learning on long-term retention in AAN annual meeting courses. Neurology.
2015;84:748–54. - Buckley EJ, Markwell S, Farr D, Sanfey H, Mellinger JD. Improving resident performance
on standardized assessments of medical knowledge: a retrospective analysis of interventions
correlated to American Board of Surgery in-Service Training Examination performance. Am J
Surg. 2015;210:734–8. - Muolton CE, Dubrowski A, MacRae H, Graham B, Grober E, Reznick R. Teaching surgi-
cal skills: what kind of practice makes perfect? A randomized controlled trial. Ann Surg.
2006;244:400–9. - Lee TD, Genovese ED. Distribution of practice in motor skill acquisition: learning and perfor-
mance effects reconsidered. Res Q Exerc Sport. 1988;59:277–87. - Schmidt RA, Bjork RA. New conceptualization of practice. Psychol Sci. 1992;3:207–17.
- Donovan JJ, Radosevich DJ. A meta-analytic review of the distribution of practice effect: now
you see it, now you don’t. J Appl Psychol. 1999;84:795–805. - Hall JC. Imagery practice and the development of surgical skills. Am J Surg. 2002;184:465–70.
- Bohan M, Pharmer JA, Stokes A. When does imagery practice enhance performance on a
motor task? Percept Mot Skills. 1999;88:651–8. - Whitley JD. Effects of practice distribution on learning a fine motor task. Restor Q.
1970;41:576–83. - Rohrer D, Taylor K. The shuffling of mathematics problems improves learning. Instr Sci.
2007;35:481–98. - Birnbaum MS, Kronell N, Bjork EL, Bjork RA. Why interleaving enhances inductive learning:
the roles of discrimination and retrieval. Mem Cogn. 2013;41:392–402. - Taylor K, Rohrer D. The effects of interleaved practice. Appl Cogn Psychol. 2010;24:907–12.
- Bulter AC, Roediger HL. Feedback enhances the positive effects and reduces the negative
effects of multiple-choice testing. Mem Cogn. 2008;36:604–16. - Toppino TC, Luipersbeck SM. Generality of the negative suggestion effect in objective tests. J
Ed Psych. 1993;86:357–62. - Karpicke JD, Roediger HL. Is expanding retrieval a superior method for learning text materi-
als? Mem Cogn. 2010;38:116–24. - Ende J. Feedback in clinical medical education. JAMA. 1983;250(6):777–81.
- Anderson P. Giving feedback on clinical skills: are we starving our young? J Grad Med Educ.
2012;4(2):154–8. - Hewson MG, Little ML. Giving feedback in medical education. J Gen Intern Med.
1998;13:111–6. - Wolverton ST, Bosworth MF. A survey of resident perceptions of effective teaching behaviors.
Fam Med. 1985;17(3):106–8. - Glenn JK, Reid JC, Mahaffy J, Shurtleff H. Teaching behaviors in the attending-resident inter-
action. J Fam Med. 1984;18(2):297–304. - Snyder RA, Tarpley MJ, Tarpley JL, Davidson M, Brophy C, Dattilo JB. Teaching in the oper-
ating room: results of a national survey. J Surg Educ. 2012;69:643–9. - Batalden P, Leach D, Swing S, Dreyfus H, Dreyfus S. General competencies and accreditation
in graduate medical education. Health Aff (Millwood). 2002;21:103–11. - Carraccio CL, Benson BJ, Nixon LJ, Derstine PL. From the educational bench to the clinical
bedside: translating the Dreyfus developmental model to the learning of clinical skills. Acad
Med. 2008;83(8):761–7. - Dunphy BC, Dunphy SL. Assisted performance and the zone of proximal development
(ZPD); a potential framework for providing surgical education. Aust J Educ Dev Psychol.
2003;3:48–58. - Gawande A. Personal Best. Top athletes and singers have coaches. Should you? The
New Yorker. October 3, 2011.
7 Teaching Residents to Teach: Why and How