Detalhe da pesquisa
1.
An interaction analysis model to study knowledge construction in interprofessional education: proof of concept.
J Interprof Care
; 35(5): 736-743, 2021.
Artigo
em Inglês
| MEDLINE | ID: mdl-32811214
2.
A view from the sender side of feedback: anticipated receptivity to clinical feedback when changing prior physicians' clinical decisions-a mixed methods study.
Adv Health Sci Educ Theory Pract
; 25(2): 263-282, 2020 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-31552531
3.
A BEME realist synthesis review of the effectiveness of teaching strategies used in the clinical setting on the development of clinical skills among health professionals: BEME Guide No. 61.
Med Teach
; 42(6): 604-615, 2020 06.
Artigo
em Inglês
| MEDLINE | ID: mdl-31961206
4.
Challenges and adaptations in implementing an English-medium medical program:a case study in China.
BMC Med Educ
; 19(1): 15, 2019 Jan 09.
Artigo
em Inglês
| MEDLINE | ID: mdl-30626387
5.
Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges.
Med Educ
; 52(1): 58-67, 2018 Jan.
Artigo
em Inglês
| MEDLINE | ID: mdl-28771776
6.
Chart stalking, list making, and physicians' efforts to track patients' outcomes after transitioning responsibility.
Med Educ
; 52(4): 404-413, 2018 04.
Artigo
em Inglês
| MEDLINE | ID: mdl-29383741
7.
Performance Assessment of Pharmacotherapy: Results from a Content Validity Survey of the Psychopharmacotherapy-Structured Clinical Observation (P-SCO) Tool.
Acad Psychiatry
; 42(6): 765-772, 2018 Dec.
Artigo
em Inglês
| MEDLINE | ID: mdl-29380145
8.
The Health Professions Education Pathway: Preparing Students, Residents, and Fellows to Become Future Educators.
Teach Learn Med
; 29(2): 216-227, 2017.
Artigo
em Inglês
| MEDLINE | ID: mdl-27813688
9.
Does source matter? Nurses' and Physicians' perceptions of interprofessional feedback.
Med Educ
; 50(2): 181-8, 2016 Feb.
Artigo
em Inglês
| MEDLINE | ID: mdl-26812997
10.
Influence of learner knowledge and case complexity on handover accuracy and cognitive load: results from a simulation study.
Med Educ
; 50(9): 969-78, 2016 Sep.
Artigo
em Inglês
| MEDLINE | ID: mdl-27562896
11.
Reframing faculty development practice and research through the lens of adaptive expertise.
Med Teach
; 43(8): 865-867, 2021 Aug.
Artigo
em Inglês
| MEDLINE | ID: mdl-34078230
12.
A faculty development workshop to support educator identity formation.
Med Teach
; 43(8): 916-917, 2021 Aug.
Artigo
em Inglês
| MEDLINE | ID: mdl-33984261
13.
Identity formation and motivation of new faculty developers: A replication study in a resource constrained university.
Med Teach
; 38(9): 879-85, 2016 Sep.
Artigo
em Inglês
| MEDLINE | ID: mdl-26855161
14.
Unpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load Theory.
Teach Learn Med
; 28(1): 88-96, 2016.
Artigo
em Inglês
| MEDLINE | ID: mdl-26787089
15.
Excellence in clinical teaching: knowledge transformation and development required.
Med Educ
; 48(8): 776-84, 2014 Aug.
Artigo
em Inglês
| MEDLINE | ID: mdl-25039734
16.
Understanding trust as an essential element of trainee supervision and learning in the workplace.
Adv Health Sci Educ Theory Pract
; 19(3): 435-56, 2014 Aug.
Artigo
em Inglês
| MEDLINE | ID: mdl-23892689
17.
The Role of Faculty Development in Advancing Change at the Organizational Level.
Acad Med
; 99(7): 716-723, 2024 Jul 01.
Artigo
em Inglês
| MEDLINE | ID: mdl-38579264
18.
Enacting the Carnegie Foundation call for reform of medical school and residency.
Teach Learn Med
; 25 Suppl 1: S1-8, 2013.
Artigo
em Inglês
| MEDLINE | ID: mdl-24246101
19.
Medical Residents' Informal Learning from Pharmacists in the Clinical Workplace.
Med Sci Educ
; : 1-10, 2023 May 06.
Artigo
em Inglês
| MEDLINE | ID: mdl-37360063
20.
Educator Identity Formation: A Faculty Development Workshop.
MedEdPORTAL
; 17: 11070, 2021 01 07.
Artigo
em Inglês
| MEDLINE | ID: mdl-33473380