Embedding Identity and How Clinical Teachers Reconcile Their Multiple Professional Identities to Meet Overlapping Demands at Work.

Ortiz-Paredes, David; Rodríguez, Charo; Nugus, Peter; Carver, Tamara; Risør, Torsten

Ortiz-Paredes, David; Rodríguez, Charo; Nugus, Peter; Carver, Tamara; Risør, Torsten.

Afiliación

Ortiz-Paredes D; Department of Family Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
Rodríguez C; Department of Family Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
Nugus P; Department of Family Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
Carver T; Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
Risør T; Department of Family Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.

Teach Learn Med ; 34(4): 405-417, 2022.

Article en En | MEDLINE | ID: mdl-34218749

Asunto(s)

Personal de Salud; Identificación Social; Brasil; Docentes; Personal de Salud/educación; Humanos

Palabras clave

blended learning; clinical teacher; faculty development; interpretative phenomenological analysis; professional identity

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Texto completo: 1 Colección: 01-internacional Banco de datos: MEDLINE Asunto principal: Identificación Social / Personal de Salud Tipo de estudio: Prognostic_studies / Qualitative_research Límite: Humans País/Región como asunto: America do sul / Brasil Idioma: En Revista: Teach Learn Med Asunto de la revista: INFORMATICA MEDICA / MEDICINA Año: 2022 Tipo del documento: Article País de afiliación: Canadá

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