Detalhe da pesquisa
1.
The potential of structured learning diaries for combining the development and assessment of self-regulated learning.
Adv Health Sci Educ Theory Pract
; 29(1): 27-43, 2024 Mar.
Artigo
em Inglês
| MEDLINE | ID: mdl-37273028
2.
Clearing the confusion about post-accreditation monitoring, meta-evaluation and meta-accreditation.
BMC Med Educ
; 24(1): 248, 2024 Mar 07.
Artigo
em Inglês
| MEDLINE | ID: mdl-38454500
3.
Developing low-achieving medical students' self-regulated learning using a combined learning diary and explicit training intervention.
Med Teach
; 45(5): 475-484, 2023 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-36534740
4.
Developing and validating a national set of standards for undergraduate medical education using the WFME framework: the experience of an accreditation system in Iran.
BMC Med Educ
; 23(1): 379, 2023 May 24.
Artigo
em Inglês
| MEDLINE | ID: mdl-37226139
5.
Expectations for PhDs in health professions education: an international EPA-framed, modified Delphi study.
Adv Health Sci Educ Theory Pract
; 27(5): 1443-1456, 2022 Dec.
Artigo
em Inglês
| MEDLINE | ID: mdl-35836036
6.
Developing entrustable professional activities for doctoral graduates in health professions education: obtaining a national consensus in Iran.
BMC Med Educ
; 22(1): 424, 2022 Jun 02.
Artigo
em Inglês
| MEDLINE | ID: mdl-35655194
7.
Faculty Development in the COVID-19 Era: A Rapid Systematic Review.
Med J Islam Repub Iran
; 36: 86, 2022.
Artigo
em Inglês
| MEDLINE | ID: mdl-36128270
8.
Leadership Behaviors in Health Care Action Teams: A Systematized Review.
Med J Islam Repub Iran
; 36: 8, 2022.
Artigo
em Inglês
| MEDLINE | ID: mdl-35999940
9.
Avoid 'running before we can walk' in medical education research: The importance of design and development research.
Med Teach
; 43(11): 1335-1336, 2021 11.
Artigo
em Inglês
| MEDLINE | ID: mdl-33272071
10.
Using multiple self-regulated learning measures to understand medical students' biomedical science learning.
Med Educ
; 54(8): 727-737, 2020 08.
Artigo
em Inglês
| MEDLINE | ID: mdl-32012330
11.
Identification of capacity development indicators for faculty development programs: A nominal group technique study.
BMC Med Educ
; 20(1): 163, 2020 May 24.
Artigo
em Inglês
| MEDLINE | ID: mdl-32448229
12.
Developing a competency framework for Health Professions Education at doctoral level: The first step toward a competency based education.
Med Teach
; 41(11): 1298-1306, 2019 11.
Artigo
em Inglês
| MEDLINE | ID: mdl-31329019
13.
Clearing the confusion about self-directed learning and self-regulated learning.
Med Teach
; 40(8): 862-863, 2018 08.
Artigo
em Inglês
| MEDLINE | ID: mdl-29327634
14.
A decade of reform in medical education: Experiences and challenges at Tehran University of Medical Sciences.
Med Teach
; 40(5): 472-480, 2018 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-29475391
15.
Really Good Stuff-May 2022 Editorial.
Med Educ
; 56(5): 548-549, 2022 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-35403314
16.
New directions for understanding collaborative learning: The importance of social regulation of learning.
Med Teach
; 44(1): 95-96, 2022 01.
Artigo
em Inglês
| MEDLINE | ID: mdl-33449831
17.
Dual peer mentoring program for undergraduate medical students: exploring the perceptions of mentors and mentees.
Med J Islam Repub Iran
; 31: 2, 2017.
Artigo
em Inglês
| MEDLINE | ID: mdl-28638809
18.
Self-regulated learning processes of medical students during an academic learning task.
Med Educ
; 50(10): 1065-74, 2016 Oct.
Artigo
em Inglês
| MEDLINE | ID: mdl-27628723
19.
The importance of context in medical education program evaluation.
Med Teach
; 40(1): 106, 2018 01.
Artigo
em Inglês
| MEDLINE | ID: mdl-29037094
20.
Peer-review of teaching materials in Canadian and Australian universities: A content analysis.
J Educ Health Promot
; 12: 430, 2023.
Artigo
em Inglês
| MEDLINE | ID: mdl-38464635