Detalles de la búsqueda
1.
Assessing supervisor versus trainee viewpoints of entrustment through cognitive and affective lenses: an artificial intelligence investigation of bias in feedback.
Adv Health Sci Educ Theory Pract
; 2024 Feb 23.
Artículo
en Inglés
| MEDLINE | ID: mdl-38388855
2.
Investigating feedback orientation in medical learners.
Med Teach
; 45(5): 492-498, 2023 05.
Artículo
en Inglés
| MEDLINE | ID: mdl-36306388
3.
Exploring how feedback reflects entrustment decisions using artificial intelligence.
Med Educ
; 56(3): 303-311, 2022 Mar.
Artículo
en Inglés
| MEDLINE | ID: mdl-34773415
4.
Faculty motivations for leading clinical clerkship electives: A qualitative study.
Med Teach
; 44(10): 1109-1115, 2022 10.
Artículo
en Inglés
| MEDLINE | ID: mdl-35603957
5.
"What is the mechanism?": Cues, barriers, and opportunities to discuss foundational science during internal medicine rounds.
Med Teach
; 44(7): 765-771, 2022 07.
Artículo
en Inglés
| MEDLINE | ID: mdl-35132917
6.
How Do Clinical Electives during the Clerkship Year Influence Career Exploration? A Qualitative Study.
Teach Learn Med
; 34(2): 187-197, 2022.
Artículo
en Inglés
| MEDLINE | ID: mdl-33792448
7.
Moving toward Mastery: Changes in Student Perceptions of Clerkship Assessment with Pass/Fail Grading and Enhanced Feedback.
Teach Learn Med
; 34(2): 198-208, 2022.
Artículo
en Inglés
| MEDLINE | ID: mdl-34014793
8.
Residents' Experiences of Negative Emotions toward Patients: Challenges to their Identities.
Teach Learn Med
; 34(5): 464-472, 2022.
Artículo
en Inglés
| MEDLINE | ID: mdl-34763598
9.
Emotion in remediation: A scoping review of the medical education literature.
Med Educ
; 55(12): 1350-1362, 2021 Dec.
Artículo
en Inglés
| MEDLINE | ID: mdl-34355413
10.
Evidence for validity for the Cognitive Load Inventory for Handoffs.
Med Educ
; 55(2): 222-232, 2021 02.
Artículo
en Inglés
| MEDLINE | ID: mdl-32668076
11.
Exploring the relationship between emotion and cognitive load types during patient handovers.
Adv Health Sci Educ Theory Pract
; 26(5): 1463-1489, 2021 Dec.
Artículo
en Inglés
| MEDLINE | ID: mdl-34037906
12.
How do attending physicians describe cognitive overload among their workplace learners?
Med Educ
; 54(12): 1129-1136, 2020 12.
Artículo
en Inglés
| MEDLINE | ID: mdl-32628785
13.
Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences.
Teach Learn Med
; 32(5): 541-551, 2020.
Artículo
en Inglés
| MEDLINE | ID: mdl-32529844
14.
Exploring Residents' Experience of Career Development Scholarship Tracks: A Qualitative Case Study Using Social Cognitive Career Theory.
Teach Learn Med
; 32(5): 522-530, 2020.
Artículo
en Inglés
| MEDLINE | ID: mdl-32394735
15.
Aligning structures with values to sustain health professions education research.
Med Educ
; 58(1): 20-22, 2024 01.
Artículo
en Inglés
| MEDLINE | ID: mdl-37855248
16.
Trainee perception of cognitive load during observed faculty staff teaching of procedural skills.
Med Educ
; 53(9): 925-940, 2019 09.
Artículo
en Inglés
| MEDLINE | ID: mdl-31179594
17.
Cognitive load theory for training health professionals in the workplace: A BEME review of studies among diverse professions: BEME Guide No. 53.
Med Teach
; 41(3): 256-270, 2019 03.
Artículo
en Inglés
| MEDLINE | ID: mdl-30328761
18.
Challenges and adaptations in implementing an English-medium medical program:a case study in China.
BMC Med Educ
; 19(1): 15, 2019 Jan 09.
Artículo
en Inglés
| MEDLINE | ID: mdl-30626387
19.
Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges.
Med Educ
; 52(1): 58-67, 2018 Jan.
Artículo
en Inglés
| MEDLINE | ID: mdl-28771776
20.
Understanding Clerkship Student Roles in the Context of 21st-Century Healthcare Systems and Curricular Reform.
Teach Learn Med
; 30(4): 367-376, 2018.
Artículo
en Inglés
| MEDLINE | ID: mdl-29509038