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Assessing the Quality of Clinical Teachers: A Systematic Review of Content and Quality of Questionnaires for Assessing Clinical Teachers

Journal of general internal medicine : JGIM, 2010-12, Vol.25 (12), p.1337-1345

2010

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The role of the student-teacher relationship in the formation of physicians : The hidden curriculum as process

Journal of general internal medicine, 2006, Vol.21 (S1), p.S16-S20

2006

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A literature review of resident-as-teacher curricula: Do teaching courses make a difference?

Journal of general internal medicine : JGIM, 2004-05, Vol.19 (5), p.574-581

2004

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The SGIM TEACH Program: A Curriculum for Teachers of Clinical Medicine

Journal of general internal medicine : JGIM, 2017-08, Vol.32 (8), p.948-952

2017

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Teaching the teachers: national survey of faculty development in departments of medicine of U.S. teaching hospitals

Journal of general internal medicine : JGIM, 2004-03, Vol.19 (3), p.205-214

2004

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The Art of Bedside Rounds: A Multi-Center Qualitative Study of Strategies Used by Experienced Bedside Teachers

Journal of general internal medicine : JGIM, 2013-03, Vol.28 (3), p.412-420

2013

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Patient as Co-Teacher on Rounds: a Pilot Study

Journal of general internal medicine : JGIM, 2018-07, Vol.33 (7), p.1010-1012

2018

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Bedside Rounding Strategies Used by Bedside Teachers

Journal of general internal medicine : JGIM, 2013-09, Vol.28 (9), p.1131-1131

Gonzalo, Jed

2013

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Bedside Rounding Strategies Used by Bedside Teachers

Journal of general internal medicine : JGIM, 2013-09, Vol.28 (9), p.1130-1130

2013

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Hospitalists as teachers: How do they compare to subspecialty and general medicine faculty?

Journal of general internal medicine : JGIM, 2004, Vol.19 (1), p.8-15

2004

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Medical Students’ Perceptions of Their Teachers’ and Their Own Cultural Competency: Implications for Education

Journal of general internal medicine : JGIM, 2010-05, Vol.25 (Suppl 2), p.91-94

2010

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Measuring the Competence of Residents as Teachers

Journal of general internal medicine : JGIM, 2004-05, Vol.19 (5p2), p.530-533

2004

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Tips for Teachers of Evidence-Based Medicine: Understanding Odds Ratios and Their Relationship to Risk Ratios

Journal of general internal medicine : JGIM, 2008-05, Vol.23 (5), p.635-640

2008

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Understanding Clinical Teachers: Looking Beyond Assessment Scores

Journal of general internal medicine : JGIM, 2010-12, Vol.25 (12), p.1268-1269

Beckman, Thomas J.

2010

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Assessing the Quality of Clinical Teachers

Journal of general internal medicine : JGIM, 2011-01, Vol.26 (1), p.14-14

2011

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Teacher Awareness and Attitudes Regarding Adolescent Risky Behaviours: Is Adolescent Gambling Perceived to be a Problem?

Journal of gambling studies, 2014-06, Vol.30 (2), p.435-451

2014

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Faculty development. A resource for clinical teachers

Journal of general internal medicine : JGIM, 1997-04, Vol.12 Suppl 2 (S2), p.S56-S63

1997

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Uncovering frustrations : A qualitative needs assessment of academic general internists as geriatric care providers and teachers

Journal of general internal medicine : JGIM, 2006, Vol.21 (1), p.51-55

2006

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Tips for Teachers of Evidence-based Medicine: Clinical Prediction Rules (CPRs) and Estimating Pretest Probability

Journal of general internal medicine : JGIM, 2008-08, Vol.23 (8), p.1261-1268

2008

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Tips for Teachers of Evidence-based Medicine: Making Sense of Decision Analysis Using a Decision Tree

Journal of general internal medicine : JGIM, 2009-05, Vol.24 (5), p.642-648

2009

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Clinician‐teachers’ Self‐assessments Versus Learners’ Perceptions

Journal of general internal medicine : JGIM, 2004-05, Vol.19 (5p2), p.554-557

2004

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Tips for Teachers of Evidence-based Medicine: Making Sense of Diagnostic Test Results Using Likelihood Ratios

Journal of general internal medicine : JGIM, 2008-01, Vol.23 (1), p.87-92

2008

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Faculty development needs: Comparing community-based and hospital-based internal medicine teachers

Journal of general internal medicine : JGIM, 2004-04, Vol.19 (4), p.375-379

2004

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Tips for Teachers of Evidence-Based Medicine: Adjusting for Prognostic Imbalances (Confounding Variables) in Studies on Therapy or Harm

Journal of general internal medicine : JGIM, 2008-03, Vol.23 (3), p.337-343

2008

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Teaching the Teachers

Journal of general internal medicine : JGIM, 2004-03, Vol.19 (3), p.205-214

2004

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Assessing the Quality of Clinical Teachers: A Systematic Review of Content and Quality of Questionnaires for Assessing Clinical Teachers

The role of the student-teacher relationship in the formation of physicians : The hidden curriculum as process

A literature review of resident-as-teacher curricula: Do teaching courses make a difference?

The SGIM TEACH Program: A Curriculum for Teachers of Clinical Medicine

Teaching the teachers: national survey of faculty development in departments of medicine of U.S. teaching hospitals

The Art of Bedside Rounds: A Multi-Center Qualitative Study of Strategies Used by Experienced Bedside Teachers

Patient as Co-Teacher on Rounds: a Pilot Study

Bedside Rounding Strategies Used by Bedside Teachers

Bedside Rounding Strategies Used by Bedside Teachers

Hospitalists as teachers: How do they compare to subspecialty and general medicine faculty?

Medical Students’ Perceptions of Their Teachers’ and Their Own Cultural Competency: Implications for Education

Measuring the Competence of Residents as Teachers

Tips for Teachers of Evidence-Based Medicine: Understanding Odds Ratios and Their Relationship to Risk Ratios

Understanding Clinical Teachers: Looking Beyond Assessment Scores

Assessing the Quality of Clinical Teachers

Teacher Awareness and Attitudes Regarding Adolescent Risky Behaviours: Is Adolescent Gambling Perceived to be a Problem?

Faculty development. A resource for clinical teachers

Uncovering frustrations : A qualitative needs assessment of academic general internists as geriatric care providers and teachers

Tips for Teachers of Evidence-based Medicine: Clinical Prediction Rules (CPRs) and Estimating Pretest Probability

Tips for Teachers of Evidence-based Medicine: Making Sense of Decision Analysis Using a Decision Tree

Clinician‐teachers’ Self‐assessments Versus Learners’ Perceptions

Tips for Teachers of Evidence-based Medicine: Making Sense of Diagnostic Test Results Using Likelihood Ratios

Faculty development needs: Comparing community-based and hospital-based internal medicine teachers

Tips for Teachers of Evidence-Based Medicine: Adjusting for Prognostic Imbalances (Confounding Variables) in Studies on Therapy or Harm

Teaching the Teachers

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