Detalles de la búsqueda
1.
Towards a pedagogy for noticing: Piloting a novel intervention for health professions students.
Med Teach
; : 1-3, 2024 May 21.
Artículo
en Inglés
| MEDLINE | ID: mdl-38771962
2.
The work performed through interprofessional meeting discourse: an observational study.
J Interprof Care
; 38(4): 652-663, 2024.
Artículo
en Inglés
| MEDLINE | ID: mdl-38678369
3.
'Noticing' in health professions education: Time to pay attention?
Med Educ
; 57(4): 305-314, 2023 04.
Artículo
en Inglés
| MEDLINE | ID: mdl-36404285
4.
Meaning making about performance: A comparison of two specialty feedback cultures.
Med Educ
; 57(11): 1010-1019, 2023 11.
Artículo
en Inglés
| MEDLINE | ID: mdl-37142553
5.
Trust, power and learning in workplace-based assessment: The trainee perspective.
Med Educ
; 56(3): 280-291, 2022 Mar.
Artículo
en Inglés
| MEDLINE | ID: mdl-34433230
6.
How do students offer value to organisations through work integrated learning? A qualitative study using Social Exchange Theory.
Adv Health Sci Educ Theory Pract
; 26(3): 1075-1093, 2021 08.
Artículo
en Inglés
| MEDLINE | ID: mdl-33641049
7.
Development of the Feedback Quality Instrument: a guide for health professional educators in fostering learner-centred discussions.
BMC Med Educ
; 21(1): 382, 2021 Jul 12.
Artículo
en Inglés
| MEDLINE | ID: mdl-34253221
8.
Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?
Med Educ
; 54(6): 559-570, 2020 06.
Artículo
en Inglés
| MEDLINE | ID: mdl-32170881
9.
Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task.
Med Educ
; 54(1): 33-39, 2020 01.
Artículo
en Inglés
| MEDLINE | ID: mdl-31475387
10.
Shadow systems in assessment: how supervisors make progress decisions in practice.
Adv Health Sci Educ Theory Pract
; 25(1): 131-147, 2020 03.
Artículo
en Inglés
| MEDLINE | ID: mdl-31485893
11.
"It's yours to take": generating learner feedback literacy in the workplace.
Adv Health Sci Educ Theory Pract
; 25(1): 55-74, 2020 03.
Artículo
en Inglés
| MEDLINE | ID: mdl-31375942
12.
Finding common ground: meta-synthesis of communication frameworks found in patient communication, supervision and simulation literature.
BMC Med Educ
; 20(1): 45, 2020 Feb 11.
Artículo
en Inglés
| MEDLINE | ID: mdl-32046704
13.
Video-triggered professional learning for general practice trainers: using the 'cauldron of practice' to explore teaching and learning.
Educ Prim Care
; 31(2): 112-118, 2020 03.
Artículo
en Inglés
| MEDLINE | ID: mdl-31884897
14.
Embracing the tension between vulnerability and credibility: 'intellectual candour' in health professions education.
Med Educ
; 53(1): 32-41, 2019 01.
Artículo
en Inglés
| MEDLINE | ID: mdl-30192024
15.
Theory, a lost character? As presented in general practice education research papers.
Med Educ
; 53(5): 443-457, 2019 05.
Artículo
en Inglés
| MEDLINE | ID: mdl-30723929
16.
Programme frequency, type, time and duration do not explain the effects of balance exercise in older adults: a systematic review with a meta-regression analysis.
Br J Sports Med
; 53(16): 996-1002, 2019 Aug.
Artículo
en Inglés
| MEDLINE | ID: mdl-29371222
17.
Educators' behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis.
BMC Med Educ
; 19(1): 129, 2019 May 02.
Artículo
en Inglés
| MEDLINE | ID: mdl-31046776
18.
'I will never ever go back': patients' written narratives of health care communication.
Med Educ
; 52(7): 757-771, 2018 07.
Artículo
en Inglés
| MEDLINE | ID: mdl-29879300
19.
What should we teach the teachers? Identifying the learning priorities of clinical supervisors.
Adv Health Sci Educ Theory Pract
; 23(1): 29-41, 2018 Mar.
Artículo
en Inglés
| MEDLINE | ID: mdl-28315114
20.
Intellectual streaking: The value of teachers exposing minds (and hearts).
Med Teach
; 39(12): 1284-1285, 2017 Dec.
Artículo
en Inglés
| MEDLINE | ID: mdl-28415892