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Educational Strategies to Promote Clinical Diagnostic Reasoning

The New England journal of medicine, 2006-11, Vol.355 (21), p.2217-2225

2006

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Transforming Primary Care Training—Patient-Centered Medical Home Entrustable Professional Activities for Internal Medicine Residents

Journal of general internal medicine, 2013-06, Vol.28 (6), p.801-809

2013

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Interprofessional transformation of clinical education: The first six years of the Veterans Affairs Centers of Excellence in Primary Care Education

Journal of interprofessional care, 2023-09, Vol.37 (sup1), p.1-S94

2023

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MEDICAL EDUCATION: Educational Strategies to Promote Clinical Diagnostic Reasoning

The New England journal of medicine, 2006-11, Vol.355 (21), p.2217

2006

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In Reply to Fujikawa and Eto

Academic medicine, 2022-11, Vol.97 (11), p.1578-1579

2022

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Integrating Basic Science Without Integrating Basic Scientists: Reconsidering the Place of Individual Teachers in Curriculum Reform

Academic medicine, 2015-02, Vol.90 (2), p.149-153

2015

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Having a Voice: Resident Perceptions of Supervision, Decision-Making and Patient Care Ownership

Academic pediatrics, 2024-04, Vol.24 (3), p.519-526

2024

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‘Walking together’: How relationships shape physicians' clinical reasoning

Medical education, 2024-08, Vol.58 (8), p.961-969

2024

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“I Was Worried About the Patient, but I Wasn’t Feeling Worried”: How Physicians Judge Their Comfort in Settings of Uncertainty

Academic medicine, 2020-11, Vol.95 (11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 59th Annual Research in Medical Education Presentations), p.S67-S72

2020

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Warning bells: How clinicians leverage their discomfort to manage moments of uncertainty

Medical education, 2021-02, Vol.55 (2), p.233-241

2021

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Learning Challenges, Teaching Strategies, and Cognitive Load: Insights From the Experience of Seasoned Endoscopy Teachers

Academic medicine, 2020-05, Vol.95 (5), p.794-802

2020

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Interprofessional population health advocacy: Developing and implementing a panel management curriculum in five Veterans Administration primary care practices

Journal of interprofessional care, 2023-09, Vol.37 (sup1), p.1-S85

2023

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Connecting the Dots: Interprofessional Health Education and Delivery System Redesign at the Veterans Health Administration

Academic medicine, 2014-08, Vol.89 (8), p.1113-1116

2014

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Reflections From the Rearview Mirror: Internal Medicine Physicians’ Reactions to Clinical Feedback After Transitions of Responsibility

Academic medicine, 2019-12, Vol.94 (12), p.1953-1960

2019

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What Residents Want: Perceptions of Learning During a Pediatrics Night Float Rotation

Hospital pediatrics, 2023-05, Vol.13 (5), p.401

2023

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Proposed Standards for Medical Education Submissions to the Journal of General Internal Medicine

Journal of general internal medicine : JGIM, 2008-07, Vol.23 (7), p.908-913

2008

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Chart stalking, list making, and physicians’ efforts to track patients’ outcomes after transitioning responsibility

Medical education, 2018-04, Vol.52 (4), p.404-413

2018

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“You Have to Know the End of the Story”: Motivations to Follow Up After Transitions of Clinical Responsibility

Academic medicine, 2017-11, Vol.92 (11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions), p.S48-S54

2017

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There is no "i" in teamwork in the patient-centered medical home: defining teamwork competencies for academic practice

Academic medicine, 2013-05, Vol.88 (5), p.585-592

2013

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Advancing Educational Continuity in Primary Care Residencies: An Opportunity for Patient-Centered Medical Homes

Academic medicine, 2015-05, Vol.90 (5), p.587-593

2015

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Estimating the staffing infrastructure for a patient-centered medical home

The American journal of managed care, 2013-06, Vol.19 (6), p.509-516

2013

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A view from the sender side of feedback: anticipated receptivity to clinical feedback when changing prior physicians’ clinical decisions—a mixed methods study

Advances in health sciences education : theory and practice, 2020-05, Vol.25 (2), p.263-282

2020

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Comparing Diagnostic Performance and the Utility of Clinical Vignette-Based Assessment Under Testing Conditions Designed to Encourage Either Automatic or Analytic Thought

Academic medicine, 2013-10, Vol.88 (10), p.1545-1551

2013

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Teaching While Learning While Practicing: Reframing Faculty Development for the Patient-Centered Medical Home

Academic medicine, 2013-09, Vol.88 (9), p.1215-1219

2013

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Relationship between resident workload and self-perceived learning on inpatient medicine wards: a longitudinal study

BMC medical education, 2006-07, Vol.6 (1), p.35-35, Article 35

2006

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Educational Strategies to Promote Clinical Diagnostic Reasoning

Transforming Primary Care Training—Patient-Centered Medical Home Entrustable Professional Activities for Internal Medicine Residents

Interprofessional transformation of clinical education: The first six years of the Veterans Affairs Centers of Excellence in Primary Care Education

MEDICAL EDUCATION: Educational Strategies to Promote Clinical Diagnostic Reasoning

In Reply to Fujikawa and Eto

Integrating Basic Science Without Integrating Basic Scientists: Reconsidering the Place of Individual Teachers in Curriculum Reform

Having a Voice: Resident Perceptions of Supervision, Decision-Making and Patient Care Ownership

‘Walking together’: How relationships shape physicians' clinical reasoning

“I Was Worried About the Patient, but I Wasn’t Feeling Worried”: How Physicians Judge Their Comfort in Settings of Uncertainty

Warning bells: How clinicians leverage their discomfort to manage moments of uncertainty

Learning Challenges, Teaching Strategies, and Cognitive Load: Insights From the Experience of Seasoned Endoscopy Teachers

Interprofessional population health advocacy: Developing and implementing a panel management curriculum in five Veterans Administration primary care practices

Connecting the Dots: Interprofessional Health Education and Delivery System Redesign at the Veterans Health Administration

Reflections From the Rearview Mirror: Internal Medicine Physicians’ Reactions to Clinical Feedback After Transitions of Responsibility

What Residents Want: Perceptions of Learning During a Pediatrics Night Float Rotation

Proposed Standards for Medical Education Submissions to the Journal of General Internal Medicine

Chart stalking, list making, and physicians’ efforts to track patients’ outcomes after transitioning responsibility

“You Have to Know the End of the Story”: Motivations to Follow Up After Transitions of Clinical Responsibility

There is no "i" in teamwork in the patient-centered medical home: defining teamwork competencies for academic practice

Advancing Educational Continuity in Primary Care Residencies: An Opportunity for Patient-Centered Medical Homes

Estimating the staffing infrastructure for a patient-centered medical home

A view from the sender side of feedback: anticipated receptivity to clinical feedback when changing prior physicians’ clinical decisions—a mixed methods study

Comparing Diagnostic Performance and the Utility of Clinical Vignette-Based Assessment Under Testing Conditions Designed to Encourage Either Automatic or Analytic Thought

Teaching While Learning While Practicing: Reframing Faculty Development for the Patient-Centered Medical Home

Relationship between resident workload and self-perceived learning on inpatient medicine wards: a longitudinal study

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