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Stability and Change in the Journeys of Medical Trainees: A 9-Year, Longitudinal Qualitative Study

Academic medicine, 2021-06, Vol.96 (6), p.906-912

2021

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Team-based learning at ten medical schools: two years later

Medical education, 2007-03, Vol.41 (3), p.250-257

2007

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Timing and mechanism of ischemic stroke due to extracranial blunt traumatic cerebrovascular injury

Journal of neurosurgery, 2013-02, Vol.118 (2), p.397-404

2013

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Conducting qualitative research through time: how might theory be useful in longitudinal qualitative research?

Advances in health sciences education : theory and practice, 2022-03, Vol.27 (1), p.277-288

2022

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Measuring the Learning Orientation Fostered by Pediatric Residency Programs With the Graduate Medical Education Learning Environment Inventory Instrument

Academic pediatrics, 2023-08, Vol.23 (6), p.1288-1294

2023

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Clerkship-based reflective writing: a rubric for feedback

Medical education, 2010-11, Vol.44 (11), p.1143-1144

2010

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Factors influencing implementation of team-based learning in health sciences education

Academic medicine, 2007-10, Vol.82 (10 Suppl), p.S53-S56

2007

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Perspective: Guidelines for reporting team-based learning activities in the medical and health sciences education literature

Academic medicine, 2012-03, Vol.87 (3), p.292-299

2012

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PBL and Beyond: Trends in Collaborative Learning

Teaching and learning in medicine, 2013-01, Vol.25 (sup1), p.S9-S16

2013

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The Columbia-Bronx VA amalgamative clerkship: an effective, 12-week, integrated, longitudinal clinical experience

Medical education online, 2017-01, Vol.22 (1), p.1301630-1301630

2017

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Designing a Situational Judgment Test for Use in Medical School Admissions

Academic medicine, 2024-02, Vol.99 (2), p.134

2024

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Team Learning in Medical Education: Initial Experiences at Ten Institutions

Academic medicine, 2003-10, Vol.78 (10 Suppl), p.S55-S58

2003

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Medical Students' Perspectives on Entrustment Decision Making in an Entrustable Professional Activity Assessment Framework: A Secondary Data Analysis

Academic medicine, 2021-08, Vol.96 (8), p.1175-1181

2021

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Writing competitive research conference abstracts: AMEE Guide no. 108

Medical teacher, 2016-09, Vol.38 (9), p.863-871

2016

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Caring to Care: Applying Noddings’ Philosophy to Medical Education

Academic medicine, 2016-12, Vol.91 (12), p.1618-1621

2016

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Age as a Risk Factor for Complications Following Anterior Cervical Discectomy and Fusion: Analysis From the Michigan Spine Surgery Improvement Collaborative (MSSIC)

Spine (Philadelphia, Pa. 1976), 2022-02, Vol.47 (4), p.343

2022

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The Effect of Preoperative Symptom Duration on Patient-Reported Outcomes After Anterior Cervical Discectomy and Fusion in Nonmyelopathic Patients: Analyses From the Michigan Spine Surgery Improvement Collaborative (MSSIC)

Neurosurgery, 2023-05, Vol.92 (5), p.955-962

2023

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Documenting Educational Impact in the Promotion Dossier with an Enhanced Curriculum Vitae

The Journal of continuing education in the health professions, 2022-01, Vol.42 (1), p.47-52

2022

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Reading the Self: Medical Students’ Experience of Reflecting on Their Writing Over Time

Academic medicine, 2021-08, Vol.96 (8), p.1168-1174

2021

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Longitudinal qualitative research in medical education

Perspectives on medical education, 2017-10, Vol.6 (5), p.306-310

2017

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How students experience and navigate transitions in undergraduate medical education: an application of Bourdieu’s theoretical model

Advances in health sciences education : theory and practice, 2015-10, Vol.20 (4), p.1073-1085

2015

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Learning Across the Explicit, Implicit, and Extra-Curricula: An Exploratory Study of the Relative Proportions of Residents’ Perceived Learning in Clinical Areas at Three Pediatric Residency Programs

Academic medicine, 2015-11, Vol.90 (11), p.1547-1552

2015

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How Do Medical Students Navigate the Interplay of Explicit Curricula, Implicit Curricula, and Extracurricula to Learn Curricular Objectives?

Academic medicine, 2013-08, Vol.88 (8), p.1135-1141

2013

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The dance between attending physicians and senior residents as teachers and supervisors

Pediatrics (Evanston), 2012-05, Vol.129 (5), p.910

2012

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Stability and Change in the Journeys of Medical Trainees: A 9-Year, Longitudinal Qualitative Study

Team-based learning at ten medical schools: two years later

Timing and mechanism of ischemic stroke due to extracranial blunt traumatic cerebrovascular injury

Conducting qualitative research through time: how might theory be useful in longitudinal qualitative research?

Measuring the Learning Orientation Fostered by Pediatric Residency Programs With the Graduate Medical Education Learning Environment Inventory Instrument

Clerkship-based reflective writing: a rubric for feedback

Factors influencing implementation of team-based learning in health sciences education

Perspective: Guidelines for reporting team-based learning activities in the medical and health sciences education literature

PBL and Beyond: Trends in Collaborative Learning

The Columbia-Bronx VA amalgamative clerkship: an effective, 12-week, integrated, longitudinal clinical experience

Designing a Situational Judgment Test for Use in Medical School Admissions

Team Learning in Medical Education: Initial Experiences at Ten Institutions

Medical Students' Perspectives on Entrustment Decision Making in an Entrustable Professional Activity Assessment Framework: A Secondary Data Analysis

Writing competitive research conference abstracts: AMEE Guide no. 108

Caring to Care: Applying Noddings’ Philosophy to Medical Education

Age as a Risk Factor for Complications Following Anterior Cervical Discectomy and Fusion: Analysis From the Michigan Spine Surgery Improvement Collaborative (MSSIC)

The Effect of Preoperative Symptom Duration on Patient-Reported Outcomes After Anterior Cervical Discectomy and Fusion in Nonmyelopathic Patients: Analyses From the Michigan Spine Surgery Improvement Collaborative (MSSIC)

Documenting Educational Impact in the Promotion Dossier with an Enhanced Curriculum Vitae

Reading the Self: Medical Students’ Experience of Reflecting on Their Writing Over Time

Longitudinal qualitative research in medical education

Letter: COVID-19 Pandemic—The Bystander Effect on Stroke Care in Michigan

How students experience and navigate transitions in undergraduate medical education: an application of Bourdieu’s theoretical model

Learning Across the Explicit, Implicit, and Extra-Curricula: An Exploratory Study of the Relative Proportions of Residents’ Perceived Learning in Clinical Areas at Three Pediatric Residency Programs

How Do Medical Students Navigate the Interplay of Explicit Curricula, Implicit Curricula, and Extracurricula to Learn Curricular Objectives?

The dance between attending physicians and senior residents as teachers and supervisors

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