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Have motivation theories guided the development and reform of medical education curricula? A review of the literature

Academic medicine, 2012-06, Vol.87 (6), p.735-743

2012

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Theoretical perspectives in medical education: past experience and future possibilities

Medical education, 2011-01, Vol.45 (1), p.60-68

Mann, Karen V

2011

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Role modeling in physicians' professional formation: reconsidering an essential but untapped educational strategy

Academic medicine, 2003-12, Vol.78 (12), p.1203-1210

2003

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About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices

Academic medicine, 2018-09, Vol.93 (9), p.1348-1358

2018

Volltextzugriff (PDF)

Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education

Medical teacher, 2017-10, Vol.39 (10), p.1065-1073

2017

Volltextzugriff (PDF)

Reflection’s role in learning: increasing engagement and deepening participation

Perspectives on medical education, 2016-10, Vol.5 (5), p.259-261

Mann, Karen V.

2016

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Obstetric and gynecologic ultrasound curriculum and competency assessment in residency training programs: consensus report

American journal of obstetrics and gynecology, 2018-01, Vol.218 (1), p.29-67

2018

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Obstetric and Gynecologic Ultrasound Curriculum and Competency Assessment in Residency Training Programs: Consensus Report

Journal of ultrasound in medicine, 2018-01, Vol.37 (1), p.19-50

2018

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Reflection: a link between receiving and using assessment feedback

Advances in health sciences education : theory and practice, 2009-08, Vol.14 (3), p.399-410

2009

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Features of assessment learners use to make informed self-assessments of clinical performance

Medical education, 2011-06, Vol.45 (6), p.636-647

2011

Volltextzugriff (PDF)

Preparing medical students to facilitate lifestyle changes with obese patients: a systematic review of the literature

Academic medicine, 2012-07, Vol.87 (7), p.912-923

2012

Volltextzugriff (PDF)

Reflection: understanding its influence on practice

Medical education, 2008-05, Vol.42 (5), p.449-451

Mann, Karen V

2008

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Anion-Templated Assembly of a Supramolecular Cage Complex

Angewandte Chemie (International ed.), 1998-05, Vol.37 (9), p.1279-1281

1998

Volltextzugriff (PDF)

Research in Medical Education (RIME) Conference Report

Medical education, 2003-07, Vol.37 (7), p.661-661

Karen V, Mann

2003

Volltextzugriff (PDF)

Self-Assessment: The Complex Process of Determining "How We Are Doing"—A Perspective From Medical Education

Academy of Management learning & education, 2010-06, Vol.9 (2), p.305-313

MANN, KAREN V.

2010

Volltextzugriff (PDF)

Twelve tips for preparing residents as teachers

Medical teacher, 2007-05, Vol.29 (4), p.301-306

2007

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Analysing the concept of context in medical education

Medical education, 2005-12, Vol.39 (12), p.1243-1249

2005

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What drives students’ self-directed learning in a hybrid PBL curriculum

Advances in health sciences education : theory and practice, 2010-08, Vol.15 (3), p.425-437

2010

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Faculty Development: Principles and Practices

Journal of veterinary medical education, 2006, Vol.33 (3), p.317-324

2006

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Basic sciences in problem-based learning and conventional curricula: students' attitudes

Medical education, 1997-05, Vol.31 (3), p.177-180

1997

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A RIME perspective on the quality and relevance of current and future medical education research

Academic medicine, 2004-10, Vol.79 (10), p.931-938

2004

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The role of educational theory in continuing medical education: Has it helped us?

The Journal of continuing education in the health professions, 2004, Vol.24 (S1), p.S22-S30

Mann, Karen V.

2004

Volltextzugriff (PDF)

Thinking about learning: Implications for principle-based professional education

The Journal of continuing education in the health professions, 2002, Vol.22 (2), p.69-76

Mann, Karen V.

2002

Volltextzugriff (PDF)

Achievement of non-cognitive goals of undergraduate medical education: perceptions of medical students, residents, faculty and other health professionals

Medical education, 2005-01, Vol.39 (1), p.40-48

2005

Volltextzugriff (PDF)

Motivation in Medical Education: How Theory Can Inform Our Practice

Academic medicine, 1999-03, Vol.74 (3), p.237-9

Mann, Karen V

1999

Volltextzugriff (PDF)

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Have motivation theories guided the development and reform of medical education curricula? A review of the literature

Theoretical perspectives in medical education: past experience and future possibilities

Role modeling in physicians' professional formation: reconsidering an essential but untapped educational strategy

About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices

Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education

Reflection’s role in learning: increasing engagement and deepening participation

Obstetric and gynecologic ultrasound curriculum and competency assessment in residency training programs: consensus report

Obstetric and Gynecologic Ultrasound Curriculum and Competency Assessment in Residency Training Programs: Consensus Report

Reflection: a link between receiving and using assessment feedback

Features of assessment learners use to make informed self-assessments of clinical performance

Preparing medical students to facilitate lifestyle changes with obese patients: a systematic review of the literature

Reflection: understanding its influence on practice

Anion-Templated Assembly of a Supramolecular Cage Complex

Research in Medical Education (RIME) Conference Report

Self-Assessment: The Complex Process of Determining "How We Are Doing"—A Perspective From Medical Education

Twelve tips for preparing residents as teachers

Analysing the concept of context in medical education

What drives students’ self-directed learning in a hybrid PBL curriculum

Faculty Development: Principles and Practices

Basic sciences in problem-based learning and conventional curricula: students' attitudes

A RIME perspective on the quality and relevance of current and future medical education research

The role of educational theory in continuing medical education: Has it helped us?

Thinking about learning: Implications for principle-based professional education

Achievement of non-cognitive goals of undergraduate medical education: perceptions of medical students, residents, faculty and other health professionals

Motivation in Medical Education: How Theory Can Inform Our Practice

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