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How clinical teaching teams deal with educational change: 'we just do it'

BMC medical education, 2019-10, Vol.19 (1), p.377-377, Article 377

2019

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Why nutrition education is inadequate in the medical curriculum: a qualitative study of students' perspectives on barriers and strategies

BMC medical education, 2018-02, Vol.18 (1), p.26-26, Article 26

2018

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Nationwide survey of patients' and doctors' perceptions of what is needed in doctor - patient communication in a Southeast Asian context

BMC health services research, 2020-10, Vol.20 (1), p.946-946, Article 946

2020

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How residents learn: qualitative evidence for the pivotal role of clinical activities

Medical education, 2007-08, Vol.41 (8), p.763-770

2007

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Validation and implementation of surgical simulators: a critical review of present, past, and future

Surgical endoscopy, 2010-03, Vol.24 (3), p.536-546

2010

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Attracting and retaining physicians in less attractive specialties: the role of continuing medical education

Human resources for health, 2021-05, Vol.19 (1), p.69-11, Article 69

2021

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Working among the rural communities in Ghana - why doctors choose to engage in rural practice

BMC medical education, 2018-06, Vol.18 (1), p.133-133, Article 133

2018

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Working in preventive medicine or not? Flawed perceptions decrease chance of retaining students for the profession

Human resources for health, 2019-05, Vol.17 (1), p.31-31, Article 31

2019

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Effect of the learning climate of residency programs on faculty's teaching performance as evaluated by residents

PloS one, 2014-01, Vol.9 (1), p.e86512-e86512

2014

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Realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals

BMJ open, 2016-10, Vol.6 (10), p.e010084-e010084

2016

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A comprehensive overview of medical error in hospitals using incident-reporting systems, patient complaints and chart review of inpatient deaths

PloS one, 2012-02, Vol.7 (2), p.e31125-e31125

2012

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Community-based education: The influence of role modeling on career choice and practice location

Medical teacher, 2017-02, Vol.39 (2), p.174-180

2017

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Faculty's work engagement in patient care: impact on job crafting of the teacher tasks

BMC medical education, 2018-12, Vol.18 (1), p.312-312, Article 312

2018

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Crossborder curriculum partnerships: medical students' experiences on critical aspects

BMC medical education, 2018-06, Vol.18 (1), p.129-129, Article 129

2018

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Twelve tips for crossborder curriculum partnerships in medical education

Medical teacher, 2018-05, Vol.40 (5), p.514-519

2018

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The Maastricht Clinical Teaching Questionnaire (MCTQ) as a valid and reliable instrument for the evaluation of clinical teachers

Academic medicine, 2010-11, Vol.85 (11), p.1732-1738

2010

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Focus on Quality: Investigating Residents' Learning Climate Perceptions

PloS one, 2016-01, Vol.11 (1), p.e0147108-e0147108

2016

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Why do graduates choose to work in a less attractive specialty? A cross-sectional study on the role of personal values and expectations

Human resources for health, 2020-05, Vol.18 (1), p.32-32, Article 32

2020

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Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students?

Advances in health sciences education : theory and practice, 2009-10, Vol.14 (4), p.535-546

2009

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A qualitative interview study on the positive well-being of medical school faculty in their teaching role: job demands, job resources and role interaction

BMC research notes, 2015-09, Vol.8 (1), p.401-401, Article 401

2015

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Medical students perceive better group learning processes when large classes are made to seem small

PloS one, 2014-04, Vol.9 (4), p.e93328-e93328

2014

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Preventive medicine as a first- or second-choice course: a cross-sectional survey into students' motivational differences and implications for information provision

BMC research notes, 2017-08, Vol.10 (1), p.383-383, Article 383

2017

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How culture affects validity: understanding Japanese residents’ sense-making of evaluating clinical teachers

BMJ open, 2021-08, Vol.11 (8), p.e047602-e047602

2021

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Connected, attracted, and concerned: A Q study on medical crossborder curriculum partnerships

Medical teacher, 2018-12, Vol.40 (12), p.1293-1299

2018

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Combined student ratings and self-assessment provide useful feedback for clinical teachers

Advances in health sciences education : theory and practice, 2010-08, Vol.15 (3), p.315-328

2010

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How clinical teaching teams deal with educational change: 'we just do it'

Why nutrition education is inadequate in the medical curriculum: a qualitative study of students' perspectives on barriers and strategies

Nationwide survey of patients' and doctors' perceptions of what is needed in doctor - patient communication in a Southeast Asian context

How residents learn: qualitative evidence for the pivotal role of clinical activities

Validation and implementation of surgical simulators: a critical review of present, past, and future

Attracting and retaining physicians in less attractive specialties: the role of continuing medical education

Working among the rural communities in Ghana - why doctors choose to engage in rural practice

Working in preventive medicine or not? Flawed perceptions decrease chance of retaining students for the profession

Effect of the learning climate of residency programs on faculty's teaching performance as evaluated by residents

Realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals

A comprehensive overview of medical error in hospitals using incident-reporting systems, patient complaints and chart review of inpatient deaths

Community-based education: The influence of role modeling on career choice and practice location

Faculty's work engagement in patient care: impact on job crafting of the teacher tasks

Crossborder curriculum partnerships: medical students' experiences on critical aspects

Twelve tips for crossborder curriculum partnerships in medical education

The Maastricht Clinical Teaching Questionnaire (MCTQ) as a valid and reliable instrument for the evaluation of clinical teachers

Focus on Quality: Investigating Residents' Learning Climate Perceptions

Why do graduates choose to work in a less attractive specialty? A cross-sectional study on the role of personal values and expectations

Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students?

A qualitative interview study on the positive well-being of medical school faculty in their teaching role: job demands, job resources and role interaction

Medical students perceive better group learning processes when large classes are made to seem small

Preventive medicine as a first- or second-choice course: a cross-sectional survey into students' motivational differences and implications for information provision

How culture affects validity: understanding Japanese residents’ sense-making of evaluating clinical teachers

Connected, attracted, and concerned: A Q study on medical crossborder curriculum partnerships

Combined student ratings and self-assessment provide useful feedback for clinical teachers

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