12
- Coverdill JE, Bittner JG IV, Park MA, Pipkin WL, Mellinger JD. Fatigue as impairment or
educational necessity? Insights into surgical culture. Acad Med. 2011;86(Suppl 10):S69–72. - Cristancho SM, Apramian T, Vanstone M, Lingard L, Ott M, Forbes T, Novick R. Thinking
like an expert: surgical decision making as a cyclical process of being aware. The American
Journal of Surgery. 2016;211(1):64–69. - de Cossart L, Fish D. Cultivating a thinking surgeon: new perspectives on clinical teaching,
learning and assessment. Shrewsbury: TFM; 2005. - Dornan T, Scherpbier AJJA, Boshuizen HPA. Supporting medical students workplace learn-
ing: experience-based learning (ExBL). Clin Teach. 2009;6(3):167–71. - Dreyfus HL, Dreyfus SE. A five-stage model of the mental activities involved in directed
skill acquisition (res. Rep. No. ORC-80-2). Washington, DC: Air Force Office of Scientific
Research; 1980. - Egan T, Jaye C. Communities of clinical practice: the social organization of clinical learning
health: an interdisciplinary. J Soc Study Health, Illn Med. 2009;13(1):107–25. - Eraut M. Learning from other people in the workplace. Oxf Rev Educ. 2007;33(4):403–22.
- Ericsson KA. The surgeon’s expertise. In: Fry H, Kneebone R, editors. Surgical education:
theorising an emerging domain. New York: Springer; 2011. p. 107–21. - Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the
expert-performance approach with deliberate practice. Acad Med. 2015;90:1471–86. - Ericsson KA, Krampe RT, Tesch-Römer C. The role of deliberate practice in the acquisition of
expert performance. Psychol Rev. 1993;100(3):363–406. - Gofton W, Regehr G. Factors in optimizing the learning environment for surgical training. Clin
Orthop Relat Res. 2006;449:100–7. - Goldszmidt M, Faden L. Is medical education ready to embrace the socio-material? Med Educ.
2016;50:162–4. - Holmboe ES. Faculty and the observation of trainees clinical skills: problems and opportuni-
ties. Acad Med. 2004;79(1):16–22. - Holmboe ES, Batalden P. Achieving the desired transformation: thoughts on next steps for
outcomes-based medical education. Acad Med. 2015;90(9):1215–23. - Holmboe ES, Sherbino J, Long DM, Swing SR, Frank JR. The role of assessment in
competency- based medical education. Med Teach. 2010;32(8):676–82. - Holzhausen Y, Maaz A, Cianciolo AT, ten Cate O, Peters H. A conceptual model of the entrust-
ment decision making process. Perspect Med Educ. 2017;6(2):119–26. - Jarvis-Selinger S, Pratt DD, Regehr G. Competency is not enough: integrating identity forma-
tion into the medical education discourse. Acad Med. 2012;87(9):1185–90. - Jaye C, Egan T, Smith-Han K. Communities of clinical practice and normalising technologies
of self: learning to fit in on the surgical ward. Anthropol Med. 2010;17(1):59–73. - Kennedy TJT, Regehr G, Baker GR, Lingard LA. Progressive independence in clinical train-
ing: a tradition worth defending? Acad Med. 2005;80(10 Suppl):S106–11. - Kneebone R, Fry H. The environment of surgical training and education. In: Fry H, Kneebone
R, editors. Surgical education: theorising an emerging domain. New York: Springer; 2011.
p. 3–17. - Kolb DA. Experiential learning: experience as the source of learning and development.
Englewood Cliffs: Prentice-Hall; 1984. - Kotsis SV, Chung KC. Application of see one, do one, teach one concept to surgical training.
Plast Reconstr Surg. 2013;131(5):1194–201. - Land R, Meyer JHF. The scalpel and the ‘mask’: threshold concepts in surgical education. In:
Fry H, Kneebone R, editors. Surgical education: theorising an emerging domain. New York:
Springer; 2011. p. 91–106. - Lave J, Wenger E. Situated learning: legitimate peripheral participation. Cambridge:
Cambridge University Press; 1991. - Lingard L, Reznick R, DeVito SE. Forming professional identities in the health care team:
discursive constructions of the ‘other’ in the operating room. Med Educ. 2002;36(8):728–34.
A.T. Cianciolo and J. Blessman