Detalhe da pesquisa
1.
Physician-scientist or basic scientist? Exploring the nature of clinicians' research engagement.
Adv Health Sci Educ Theory Pract
; 26(2): 353-367, 2021 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-32840691
2.
Extending "Beyond Diversity": Culturally Responsive Universal Design Principles for Medical Education.
Teach Learn Med
; 33(2): 109-115, 2021.
Artigo
em Inglês
| MEDLINE | ID: mdl-33792455
3.
Problems No One Looked For: Philosophical Expeditions into Medical Education.
Teach Learn Med
; 32(3): 337-344, 2020.
Artigo
em Inglês
| MEDLINE | ID: mdl-32272853
4.
Beyond Diversity: Envisioning Inclusion in Medical Education Research and Practice.
Teach Learn Med
; 32(5): 459-465, 2020.
Artigo
em Inglês
| MEDLINE | ID: mdl-33349086
5.
Enacting a Counterspace to Advise TLM's Global Diversity, Equity, and Inclusion Effort.
Teach Learn Med
; 36(2): 107-110, 2024.
Artigo
em Inglês
| MEDLINE | ID: mdl-38555546
6.
Conversation Starter: Advancing the Theory of Peer-Assisted Learning.
Teach Learn Med
; 31(1): 7-16, 2019.
Artigo
em Inglês
| MEDLINE | ID: mdl-30663897
7.
Student-to-Student Clerkship Guide: A peer-assisted clinical learning intervention.
Med Educ
; 57(5): 460-461, 2023 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-36823401
8.
Letter from the Editor-Announcing the Ninth Annual Editors' Choice Award.
Teach Learn Med
; 35(3): 253-255, 2023.
Artigo
em Inglês
| MEDLINE | ID: mdl-37318071
9.
"Yes, and " Exploring the Future of Learning Analytics in Medical Education.
Teach Learn Med
; 29(4): 368-372, 2017.
Artigo
em Inglês
| MEDLINE | ID: mdl-29020521
10.
Teaching, Learning, and Performance in the Surgical Workplace: Insights From the Examination of Intraoperative Interactions.
Teach Learn Med
; 29(4): 378-382, 2017.
Artigo
em Inglês
| MEDLINE | ID: mdl-29020522
11.
Emergent is Authentic: A Sociomaterial Perspective on Simulation-Enhanced Interprofessional Education.
Teach Learn Med
; 29(4): 363-367, 2017.
Artigo
em Inglês
| MEDLINE | ID: mdl-29020519
12.
Teachers as Learners: Developing Professionalism Feedback Skills via Observed Structured Teaching Encounters.
Teach Learn Med
; 29(4): 373-377, 2017.
Artigo
em Inglês
| MEDLINE | ID: mdl-29020524
13.
Observational analysis of near-peer and faculty tutoring in problem-based learning groups.
Med Educ
; 50(7): 757-67, 2016 Jul.
Artigo
em Inglês
| MEDLINE | ID: mdl-27295480
14.
Competencies, milestones, and EPAs - Are those who ignore the past condemned to repeat it?
Med Teach
; 38(9): 904-10, 2016 Sep.
Artigo
em Inglês
| MEDLINE | ID: mdl-26805785
15.
Coming in From the Cold-Physician Professional Development as Deepening Participation in the Healthcare Community.
Teach Learn Med
; 28(4): 358-361, 2016.
Artigo
em Inglês
| MEDLINE | ID: mdl-27700247
16.
Exploring the Role of Peer Advice in Self-Regulated Learning: Metacognitive, Social, and Environmental Factors.
Teach Learn Med
; 28(4): 353-357, 2016.
Artigo
em Inglês
| MEDLINE | ID: mdl-27700250
17.
On the Origins of Perceptions: Student Perceptions of Active Learning and Their Implications for Educational Reform.
Teach Learn Med
; 28(4): 362-366, 2016.
Artigo
em Inglês
| MEDLINE | ID: mdl-27700249
18.
What's in a Transition? An Integrative Perspective on Transitions in Medical Education.
Teach Learn Med
; 28(4): 347-352, 2016.
Artigo
em Inglês
| MEDLINE | ID: mdl-27700251
19.
An Extended Validity Argument for Assessing Feedback Culture.
Teach Learn Med
; 27(4): 355-8, 2015.
Artigo
em Inglês
| MEDLINE | ID: mdl-26507990
20.
Developing Professionalism via Multisource Feedback in Team-Based Learning.
Teach Learn Med
; 27(4): 362-5, 2015.
Artigo
em Inglês
| MEDLINE | ID: mdl-26507992