Detalhe da pesquisa
1.
Repairing disrupted care processes as sources of stability, learning and change in a Finnish hospital: An activity-theoretical study.
Med Educ
; 2024 May 06.
Artigo
em Inglês
| MEDLINE | ID: mdl-38711330
2.
Developing a typology of interventions to support doctors' mental health and wellbeing.
BMC Health Serv Res
; 24(1): 573, 2024 May 03.
Artigo
em Inglês
| MEDLINE | ID: mdl-38702774
3.
The impact of shared social spaces on the wellness and learning of junior doctors: A scoping review.
Med Educ
; 57(4): 315-330, 2023 04.
Artigo
em Inglês
| MEDLINE | ID: mdl-36208301
4.
Graduates' preparedness for the changing doctor-patient relationship: A qualitative study.
Med Educ
; 57(8): 712-722, 2023 08.
Artigo
em Inglês
| MEDLINE | ID: mdl-36646510
5.
A roadmap to realist interviews in health professions education research: Recommendations based on a critical analysis.
Med Educ
; 2023 Dec 11.
Artigo
em Inglês
| MEDLINE | ID: mdl-38073499
6.
Constraints and affordances for UK doctors-in-training to exercise agency: A dialogical analysis.
Med Educ
; 57(12): 1198-1209, 2023 12.
Artigo
em Inglês
| MEDLINE | ID: mdl-37293699
7.
'The WOW factors': comparing workforce organization and well-being for doctors, nurses, midwives and paramedics in England.
Br Med Bull
; 141(1): 60-79, 2022 03 21.
Artigo
em Inglês
| MEDLINE | ID: mdl-35262666
8.
Typologies of education and training pathways for general practitioners: a scoping review.
Educ Prim Care
; 32(2): 78-84, 2021 03.
Artigo
em Inglês
| MEDLINE | ID: mdl-33375887
9.
Optimising strategies to address mental ill-health in doctors and medical students: 'Care Under Pressure' realist review and implementation guidance.
BMC Med
; 18(1): 76, 2020 03 31.
Artigo
em Inglês
| MEDLINE | ID: mdl-32228578
10.
Tolerance of ambiguity and psychological well-being in medical training: A systematic review.
Med Educ
; 54(2): 125-137, 2020 02.
Artigo
em Inglês
| MEDLINE | ID: mdl-31867801
11.
The case for faculty development: A realist evaluation.
Med Educ
; 54(9): 832-842, 2020 09.
Artigo
em Inglês
| MEDLINE | ID: mdl-32350905
12.
Pharmacist-led, video-stimulated feedback to reduce prescribing errors in doctors-in-training: A mixed methods evaluation.
Br J Clin Pharmacol
; 85(10): 2405-2413, 2019 10.
Artigo
em Inglês
| MEDLINE | ID: mdl-31313340
13.
Health workforce under pressure-How do we sustain our future?
Med Educ
; 58(1): 5-7, 2024 01.
Artigo
em Inglês
| MEDLINE | ID: mdl-37984819
14.
Optimising feedback for early career professionals: a scoping review and new framework.
Med Educ
; 53(4): 355-368, 2019 04.
Artigo
em Inglês
| MEDLINE | ID: mdl-30828874
15.
From health advocacy to collective action.
Med Educ
; 57(7): 603-605, 2023 07.
Artigo
em Inglês
| MEDLINE | ID: mdl-36760185
16.
"I'd been like freaking out the whole night": exploring emotion regulation based on junior doctors' narratives.
Adv Health Sci Educ Theory Pract
; 23(1): 7-28, 2018 Mar.
Artigo
em Inglês
| MEDLINE | ID: mdl-28315113
17.
Social and professional influences on antimicrobial prescribing for doctors-in-training: a realist review.
J Antimicrob Chemother
; 72(9): 2418-2430, 2017 09 01.
Artigo
em Inglês
| MEDLINE | ID: mdl-28859445
18.
Promoting inclusivity in health professions education publishing.
Med Educ
; 56(3): 252-256, 2022 03.
Artigo
em Inglês
| MEDLINE | ID: mdl-35040180
19.
Comparing Tolerance of Ambiguity in Veterinary and Medical Students.
J Vet Med Educ
; 44(3): 523-530, 2017.
Artigo
em Inglês
| MEDLINE | ID: mdl-28876986
20.
The determinants of antimicrobial prescribing among hospital doctors in England: a framework to inform tailored stewardship interventions.
Br J Clin Pharmacol
; 82(2): 431-40, 2016 08.
Artigo
em Inglês
| MEDLINE | ID: mdl-27038778