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Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking

Medical education, 2017-01, Vol.51 (1), p.40-50

2017

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Transparency in peer review: Exploring the content and tone of reviewers' confidential comments to editors

PloS one, 2021-11, Vol.16 (11), p.e0260558-e0260558

2021

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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

Volltextzugriff (PDF)

What Is an Innovation Article? A Systematic Overview of Innovation in Health Professions Education Journals

Academic medicine, 2021-11, Vol.96 (11S), p.S39-S47

2021

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The role of role: learning in longitudinal integrated and traditional block clerkships

Medical education, 2012-07, Vol.46 (7), p.698-710

2012

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Boyer and Beyond: An Interview Study of Health Professions Education Scholarship Units in the United States and a Synthetic Framework for Scholarship at the Unit Level

Academic medicine, 2019-06, Vol.94 (6), p.893-901

2019

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"Finding My Piece in That Puzzle": A Qualitative Study Exploring How Medical Students at Four U.S. Schools Envision Their Future Professional Identity in Relation to Health Systems

Academic medicine, 2022-12, Vol.97 (12), p.1804-1815

2022

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Standards for Reporting Qualitative Research: A Synthesis of Recommendations

Academic medicine, 2014-09, Vol.89 (9), p.1245-1251

2014

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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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Situated learning theory in health professions education research: a scoping review

Advances in health sciences education : theory and practice, 2020-05, Vol.25 (2), p.483-509

2020

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More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships

Academic medicine, 2012-10, Vol.87 (10), p.1389-1396

2012

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Exploring current physicians’ failure to communicate clinical feedback back to transferring physicians after transitions of patient care responsibility: A mixed methods study

Perspectives on medical education, 2020-08, Vol.9 (4), p.236-244

2020

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A Mobile Learning Module to Support Interprofessional Knowledge Construction in the Health Professions

American journal of pharmaceutical education, 2020-02, Vol.84 (2), p.847519-249, Article 847519

2020

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Students' workplace learning in two clerkship models: a multi-site observational study

Medical education, 2012-06, Vol.46 (6), p.613-624

2012

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What to Do About the Transition to Residency? Exploring Problems and Solutions From Three Perspectives

Academic medicine, 2018-05, Vol.93 (5), p.681-684

O’Brien, Bridget C

2018

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Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010

Academic medicine, 2010-02, Vol.85 (2), p.220-227

2010

Volltextzugriff (PDF)

Researching lived experience in health professional education

Medical education, 2024-09, Vol.58 (9), p.1049-1057

2024

Volltextzugriff (PDF)

How Primary Care Clinicians Process Patient Death: Logistics, Emotions, and Opportunities for Structural Support

Journal of general internal medicine : JGIM, 2024-03

2024

Volltextzugriff (PDF)

Exploring perspectives on health professions education scholarship units from sub-Saharan Africa

Perspectives on medical education, 2020-12, Vol.9 (6), p.359-366

2020

Volltextzugriff (PDF)

“I Wish They Had Asked”: a Qualitative Study of Emotional Distress and Peer Support During Internship

Journal of general internal medicine : JGIM, 2020-12, Vol.35 (12), p.3443-3448

2020

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Autonomy and developing physicians: Reimagining supervision using self‐determination theory

Medical education, 2022-01, Vol.56 (1), p.56-63

2022

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Learning Together: Co-Learning Among Faculty and Trainees in the Clinical Workplace

Academic medicine, 2023-02, Vol.98 (2), p.228-236

2023

Volltextzugriff (PDF)

How Teachers Can Promote Assessment for Learning During All Phases of Learning

Academic medicine, 2024-01, Vol.99 (1), p.122

2024

Volltextzugriff (PDF)

Do You See What I See? Reflections on the Relationship Between Transparency and Trust

Academic medicine, 2019-06, Vol.94 (6), p.757-759

O’Brien, Bridget C

2019

Volltextzugriff (PDF)

Exploring how physician educators approach politically charged topics with learners

Medical education, 2021-11, Vol.55 (11), p.1261-1272

2021

Volltextzugriff (PDF)

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Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking

Transparency in peer review: Exploring the content and tone of reviewers' confidential comments to editors

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

What Is an Innovation Article? A Systematic Overview of Innovation in Health Professions Education Journals

The role of role: learning in longitudinal integrated and traditional block clerkships

Boyer and Beyond: An Interview Study of Health Professions Education Scholarship Units in the United States and a Synthetic Framework for Scholarship at the Unit Level

"Finding My Piece in That Puzzle": A Qualitative Study Exploring How Medical Students at Four U.S. Schools Envision Their Future Professional Identity in Relation to Health Systems

Standards for Reporting Qualitative Research: A Synthesis of Recommendations

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

Situated learning theory in health professions education research: a scoping review

More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships

Exploring current physicians’ failure to communicate clinical feedback back to transferring physicians after transitions of patient care responsibility: A mixed methods study

A Mobile Learning Module to Support Interprofessional Knowledge Construction in the Health Professions

Students' workplace learning in two clerkship models: a multi-site observational study

What to Do About the Transition to Residency? Exploring Problems and Solutions From Three Perspectives

Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010

Researching lived experience in health professional education

How Primary Care Clinicians Process Patient Death: Logistics, Emotions, and Opportunities for Structural Support

Exploring perspectives on health professions education scholarship units from sub-Saharan Africa

“I Wish They Had Asked”: a Qualitative Study of Emotional Distress and Peer Support During Internship

Autonomy and developing physicians: Reimagining supervision using self‐determination theory

Learning Together: Co-Learning Among Faculty and Trainees in the Clinical Workplace

How Teachers Can Promote Assessment for Learning During All Phases of Learning

Do You See What I See? Reflections on the Relationship Between Transparency and Trust

Exploring how physician educators approach politically charged topics with learners

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