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1.
Transforming self-experienced vulnerability into professional strength: a dialogical narrative analysis of medical students' reflective writing.
Adv Health Sci Educ Theory Pract
; 2024 Feb 24.
Artículo
en Inglés
| MEDLINE | ID: mdl-38401015
2.
Threshold concepts in group-based mentoring and implications for faculty development: A qualitative analysis.
Med Teach
; 43(8): 879-883, 2021 Aug.
Artículo
en Inglés
| MEDLINE | ID: mdl-34097839
3.
Alienation in the Teaching Hospital: How Physician Non-Greeting Behaviour Impacts Medical Students' Learning and Professional Identity Formation.
Perspect Med Educ
; 13(1): 239-249, 2024.
Artículo
en Inglés
| MEDLINE | ID: mdl-38638636
4.
[Clinical practice for the future of health care]. / Praksis for fremtidens helsetjeneste.
Tidsskr Nor Laegeforen
; 137(16)2017 09 05.
Artículo
en Noruego
| MEDLINE | ID: mdl-28871742
5.
Learning team-based quality improvement in a virtual setting: a qualitative study.
BMJ Open
; 12(6): e061390, 2022 06 21.
Artículo
en Inglés
| MEDLINE | ID: mdl-35728894
6.
[Today's students are tomorrow's health care leaders]. / Dagens studenter er fremtidens helseledere.
Tidsskr Nor Laegeforen
; 136(18): 1520, 2016 10.
Artículo
en Noruego
| MEDLINE | ID: mdl-27731594
7.
[Professionalism does not come by itself]. / Profesjonalitet kommer ikke av seg selv.
Tidsskr Nor Laegeforen
; 134(15): 1482-3, 2014 Aug 19.
Artículo
en Noruego
| MEDLINE | ID: mdl-25138409
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