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Prevalence of behavioral health disorders and associated chronic disease burden in a commercially insured health system: findings of a case–control study

General hospital psychiatry, 2015-03, Vol.37 (2), p.101-108

2015

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Fast, Easy, and Good: Assessing Entrustable Professional Activities in Psychiatry Residents With a Mobile App

Academic medicine, 2020-10, Vol.95 (10), p.1546-1549

2020

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Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86

Medical teacher, 2014-05, Vol.36 (5), p.371-384

2014

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Physician challenges and supports during the first wave of the COVID-19 pandemic: A mixed methods study

Frontiers in psychiatry, 2022-12, Vol.13, p.1055495-1055495

2022

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Clinician–Educator Tracks for Trainees in Graduate Medical Education: A Scoping Review

Academic medicine, 2019-10, Vol.94 (10), p.1599-1609

2019

Volltextzugriff (PDF)

Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace

MedEdPORTAL, 2020-10, Vol.16, p.10983-10983

2020

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The patient handover as an entrustable professional activity: adding meaning in teaching and practice

BMJ quality & safety, 2012-12, Vol.21 (Suppl 1), p.i9-i12

2012

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Delivering on the Promise of CLER: A Patient Safety Rotation That Aligns Resident Education With Hospital Processes

Academic medicine, 2018-06, Vol.93 (6), p.898-903

2018

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"July effect": impact of the academic year-end changeover on patient outcomes: a systematic review

Annals of internal medicine, 2011-09, Vol.155 (5), p.309

2011

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The Effect of the COVID-19 Pandemic on Pediatric Physician Wellness: A Cross-Sectional Study

International journal of environmental research and public health, 2022-03, Vol.19 (6), p.3745

2022

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Creation of a 4-Year Combined General Psychiatry/Child and Adolescent Psychiatry Residency: Rationale, Description, and Expected Competency Outcomes

Academic psychiatry, 2024-07

2024

Volltextzugriff (PDF)

Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154

Medical teacher, 2023-11, Vol.ahead-of-print (ahead-of-print), p.1-11

2023

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Perioperative use of selective serotonin reuptake inhibitors and risks for adverse outcomes of surgery

JAMA internal medicine, 2013-06, Vol.173 (12), p.1075

2013

Volltextzugriff (PDF)

Measuring cognitive load: mixed results from a handover simulation for medical students

Perspectives on medical education, 2016-02, Vol.5 (1), p.24-32

2016

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Can a Situational Judgment Test Identify Trainees at Risk of Professionalism Issues? A Multi-Institutional, Prospective Cohort Study

Academic medicine, 2022-10, Vol.97 (10), p.1494-1503

2022

Volltextzugriff (PDF)

Faculty and Resident Engagement With a Workplace-Based Assessment Tool: Use of Implementation Science to Explore Enablers and Barriers

Academic medicine, 2020-12, Vol.95 (12), p.1937-1944

2020

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Developing End-of-Training Entrustable Professional Activities for Psychiatry: Results and Methodological Lessons

Academic medicine, 2018-07, Vol.93 (7), p.1048-1054

2018

Volltextzugriff (PDF)

Learner, Patient, and Supervisor Features Are Associated With Different Types of Cognitive Load During Procedural Skills Training: Implications for Teaching and Instructional Design

Academic medicine, 2017-11, Vol.92 (11), p.1622-1631

2017

Volltextzugriff (PDF)

Evidence for validity for the Cognitive Load Inventory for Handoffs

Medical education, 2021-02, Vol.55 (2), p.222-232

2021

Volltextzugriff (PDF)

Cognitive load theory for training health professionals in the workplace: A BEME review of studies among diverse professions: BEME Guide No. 53

Medical teacher, 2019-03, Vol.41 (3), p.256-270

2019

Volltextzugriff (PDF)

Supervision and Care Quality as Perceived by Redeployed Attendings, Fellows, and Residents During a COVID-19 Surge: Lessons for the Future

Academic medicine, 2022-03, Vol.97 (3S), p.S28-S34

2022

Volltextzugriff (PDF)

Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences

Teaching and learning in medicine, 2020-10, Vol.32 (5), p.541-551

2020

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Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education?

Medical teacher, 2021-07, Vol.43 (7), p.817-823

2021

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Instructional Design Strategies for Teaching the Mental Status Examination and Psychiatric Interview: a Scoping Review

Academic psychiatry, 2022-12, Vol.46 (6), p.750-758

2022

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Features of the learner, task, and instructional environment that predict cognitive load types during patient handoffs: Implications for instruction

Applied cognitive psychology, 2021-05, Vol.35 (3), p.775-784

2021

Volltextzugriff (PDF)

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Prevalence of behavioral health disorders and associated chronic disease burden in a commercially insured health system: findings of a case–control study

Fast, Easy, and Good: Assessing Entrustable Professional Activities in Psychiatry Residents With a Mobile App

Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86

Physician challenges and supports during the first wave of the COVID-19 pandemic: A mixed methods study

Clinician–Educator Tracks for Trainees in Graduate Medical Education: A Scoping Review

Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace

The patient handover as an entrustable professional activity: adding meaning in teaching and practice

Delivering on the Promise of CLER: A Patient Safety Rotation That Aligns Resident Education With Hospital Processes

"July effect": impact of the academic year-end changeover on patient outcomes: a systematic review

The Effect of the COVID-19 Pandemic on Pediatric Physician Wellness: A Cross-Sectional Study

Creation of a 4-Year Combined General Psychiatry/Child and Adolescent Psychiatry Residency: Rationale, Description, and Expected Competency Outcomes

Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154

Perioperative use of selective serotonin reuptake inhibitors and risks for adverse outcomes of surgery

Measuring cognitive load: mixed results from a handover simulation for medical students

Can a Situational Judgment Test Identify Trainees at Risk of Professionalism Issues? A Multi-Institutional, Prospective Cohort Study

Faculty and Resident Engagement With a Workplace-Based Assessment Tool: Use of Implementation Science to Explore Enablers and Barriers

Developing End-of-Training Entrustable Professional Activities for Psychiatry: Results and Methodological Lessons

Learner, Patient, and Supervisor Features Are Associated With Different Types of Cognitive Load During Procedural Skills Training: Implications for Teaching and Instructional Design

Evidence for validity for the Cognitive Load Inventory for Handoffs

Cognitive load theory for training health professionals in the workplace: A BEME review of studies among diverse professions: BEME Guide No. 53

Supervision and Care Quality as Perceived by Redeployed Attendings, Fellows, and Residents During a COVID-19 Surge: Lessons for the Future

Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences

Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education?

Instructional Design Strategies for Teaching the Mental Status Examination and Psychiatric Interview: a Scoping Review

Features of the learner, task, and instructional environment that predict cognitive load types during patient handoffs: Implications for instruction

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