Citations (327)
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Marjan Akbari-Kamrani, Sara Mortaz Hejri, Rodica Ivan & Reza Yousefi-Nooraie. (2024) Social Dynamics of Advice-Seeking: A Network Analysis of Two Residency Programs. Teaching and Learning in Medicine 36:1, pages 23-32.
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Sophie Wurth, Hubert Maisonneuve, Mohamed Amir Moussa, Baptiste Campion, Nathalie Caire Fon, Claire Peltier & Marie-Claude Audétat. (2023) Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning: a mixed methods study. Medical Education Online 28:1.
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Marjel van Dam, Hanneke van Hamersvelt, Lisette Schoonhoven, Reinier G. Hoff, Olle ten Cate & Marije P. Hennus. (2023) Clinical supervision under pressure: a qualitative study amongst health care professionals working on the ICU during COVID-19. Medical Education Online 28:1.
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Lizhi Chen, Jiayi Zhang, Yingjun Zhu, Jie Shan & Luxian Zeng. (2023) Exploration and practice of humanistic education for medical students based on volunteerism. Medical Education Online 28:1.
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Joanna Peart, Nele R. Michels, Karena Hanley, Cian Dolan, Julie Luyckx, Valerie Tanghe, Emma Peeters, Milda Burneikaite, Sonata Varvuolyte, Vesna Homar, Lucija Galič, Kamala Klobučar Kragelj, Geoff McCoombe & Nynke Scherpbier. (2023) What influences on their professional development do general practice trainees report from their hospital placements? A qualitative study. European Journal of General Practice 29:1.
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David A. Snowdon, Fiona Kent, Melanie K. Farlie, Nicholas F. Taylor, Owen Howlett, Sharon Downie & Marcus Gardner. (2023) Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey. Medical Teacher 0:0, pages 1-8.
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M. J. Baker, L. A. Maggio, C. S. Dorris, S. Uijtdehaage & M. Soh. (2023) Clinical supervision in medical education: A citation analysis. Medical Teacher 0:0, pages 1-7.
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Kaumudee Kodikara, Thilanka Seneviratne, Pavithra Godamunne & Ranjan Premaratna. (2023) Challenges in Learning Procedural Skills: Student Perspectives and Lessons Learned for Curricular Design. Teaching and Learning in Medicine 0:0, pages 1-19.
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Deborah A. O’Connor, Tamsin Baird, Kirsten Jack, Ryan G. Wilkinson, Alison Chambers & Claire Hamshire. (2023) Supporting physiotherapy learners in practice settings: a mixed methods evaluation of experiences of physiotherapy educators. Physiotherapy Theory and Practice 0:0, pages 1-14.
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Roland Koch, Julia Braun & Stefanie Joos. (2022) Feedback in family medicine clerkships: a qualitative interview study of stakeholders in community-based teaching. Medical Education Online 27:1.
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Lynn Clouder, Mark Jones, Shylie Mackintosh & Arinola Adefila. (2022) Development of autonomy on placement: perceptions of physiotherapy students and educators in Australia and the United Kingdom. Physiotherapy Theory and Practice 38:12, pages 2100-2110.
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Malin Sellberg, Alexandra Halvarsson, Malin Nygren-Bonnier, Per J. Palmgren & Riitta Möller. (2022) Relationships matter: a qualitative study of physiotherapy students’ experiences of their first clinical placement. Physical Therapy Reviews 27:6, pages 477-485.
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Jennifer M. Klasen, Pim W. Teunissen, Erik W. Driessen & Lorelei A. Lingard. (2022) ‘It depends’: The complexity of allowing residents to fail from the perspective of clinical supervisors. Medical Teacher 44:2, pages 196-205.
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Emer M. Barrett, Anne Belton & Lucy M. Alpine. (2021) Supervision models in physiotherapy practice education: student and practice educator evaluations. Physiotherapy Theory and Practice 37:11, pages 1185-1198.
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Chris B. T. Rietmeijer, Annette H. Blankenstein, Daniëlle Huisman, Henriëtte E. van der Horst, Anneke W. M. Kramer, Henk de Vries, Fedde Scheele & Pim W. Teunissen. (2021) What happens under the flag of direct observation, and how that matters: A qualitative study in general practice residency. Medical Teacher 43:8, pages 937-944.
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Daniel J. Schumacher, Olle ten Cate, Arvin Damodaran, Denyse Richardson, Stanley J. Hamstra, Shelley Ross, Jennie Hodgson, Claire Touchie, Laura Molgaard, Wade Gofton & Carol Carraccio. (2021) Clarifying essential terminology in entrustment. Medical Teacher 43:7, pages 737-744.
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David A. Snowdon, Sandra G. Leggat, Katherine E. Harding, Grant Scroggie, Raphael Hau, Peteris Darzins & Nicholas F Taylor. (2020) Direct supervision of physiotherapists improves compliance with clinical practice guidelines for patients with hip fracture: a controlled before-and-after study. Disability and Rehabilitation 42:26, pages 3825-3832.
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Shane Costello, Jill Benson, Joan Burns, Michael Bentley, Taryn Elliott & Rebecca Kippen. (2020) Adaptation and initial examination of the psychometric properties of the Short Supervisory Relationship Questionnaire (SSRQ) for use with general practice registrars. Education for Primary Care 31:6, pages 341-348.
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Lisa Miller. (2020) Remote Supervision in Primary Care during the Covid-19 pandemic - the “new normal”?. Education for Primary Care 31:6, pages 332-336.
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Nadia M. Bajwa, Jehanne De Grasset, Marie-Claude Audétat, Nicole Jastrow, Hélène Richard-Lepouriel, Melissa Dominicé Dao, Mathieu R. Nendaz & Noëlle Junod Perron. (2020) Training junior faculty to become clinical teachers: The value of personalized coaching. Medical Teacher 42:6, pages 663-672.
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Cason Pierce, Janet Corral, Eva Aagaard, Ben Harnke, David M. Irby & Chad Stickrath. (2020) A BEME realist synthesis review of the effectiveness of teaching strategies used in the clinical setting on the development of clinical skills among health professionals: BEME Guide No. 61. Medical Teacher 42:6, pages 604-615.
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David A. Snowdon, Sandra G. Leggat, Katherine E. Harding, Jude Boyd, Grant Scroggie & Nicholas F. Taylor. (2020) The association between effectiveness of clinical supervision of allied health professionals and improvement in patient function in an inpatient rehabilitation setting. Disability and Rehabilitation 42:8, pages 1173-1182.
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Susheel Joginder Singh, Tzi Min Tan & Rahayu Mustaffa Kamal. (2020) Speech-language pathology clinical education in Malaysia: current practice and future direction. Speech, Language and Hearing 23:2, pages 91-100.
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Jennifer M. Klasen & Lorelei A. Lingard. (2019) Allowing failure for educational purposes in postgraduate clinical training: A narrative review. Medical Teacher 41:11, pages 1263-1269.
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Samantha D. Buery-Joyner, Michael S. Ryan, Sally A. Santen, Allison Borda, Timothy Webb & Craig Cheifetz. (2019) Beyond mistreatment: Learner neglect in the clinical teaching environment. Medical Teacher 41:8, pages 949-955.
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Susan McKenzie & Craig Mellis. (2018) The impact on internship of a tailored intern preparation package. Advances in Medical Education and Practice 9, pages 639-648.
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Gareth Thomas & Helen McNeill. (2018) General Practitioner (GP) trainees’ experience of a ‘1-h protected supervision model’ given during psychiatry placements in the United Kingdom. Education for Primary Care 29:3, pages 174-177.
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Lynn Clouder & Arinola Adefila. (2017) Empowerment of physiotherapy students on placement: The interplay between autonomy, risk, and responsibility. Physiotherapy Theory and Practice 33:11, pages 859-868.
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Helena Galina Nielsen & Annette Sofie Davidsen. (2017) Witnesses in the consultation room – Experiences of peer group supervision. Education for Primary Care 28:5, pages 258-264.
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Marie-Claude Audétat, Suzanne Laurin, Valérie Dory, Bernard Charlin & Mathieu R. Nendaz. (2017) Diagnosis and management of clinical reasoning difficulties: Part I. Clinical reasoning supervision and educational diagnosis. Medical Teacher 39:8, pages 792-796.
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Sarah Frandsen Gran, Anja Maria Brænd, Morten Lindbæk & Jan C. Frich. (2016) General practitioners’ and students’ experiences with feedback during a six-week clerkship in general practice: a qualitative study. Scandinavian Journal of Primary Health Care 34:2, pages 172-179.
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Kieran Walsh. (2015) The costs of clinical education. Medical Teacher 37:7, pages 605-607.
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Yoyo Suhoyo, Johanna Schönrock-Adema, Gandes Retno Rahayu, Jan B. M. Kuks & Janke Cohen-Schotanus. (2014) Meeting international standards: A cultural approach in implementing the mini-CEX effectively in Indonesian clerkships. Medical Teacher 36:10, pages 894-902.
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Flemming Jakobsen & Janet Hansen. (2014) Spreading the concept: an attempt to translate an interprofessional clinical placement across a Danish hospital. Journal of Interprofessional Care 28:5, pages 407-412.
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Hamza M. Abdulghani, Abdulmajeed A. Al-Drees, Mahmood S. Khalil, Farah Ahmad, Gominda G. Ponnamperuma & Zubair Amin. (2014) What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study. Medical Teacher 36:sup1, pages S43-S48.
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Yoyo Suhoyo, Elisabeth A. van Hell, Titi S. Prihatiningsih, Jan B.M. Kuks & Janke Cohen-Schotanus. (2014) Exploring cultural differences in feedback processes and perceived instructiveness during clerkships: Replicating a Dutch study in Indonesia. Medical Teacher 36:3, pages 223-229.
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Ming-Li Kong & Peter Saunders. (2014) Lessons that cross the surgical drapes. Arab Journal of Urology 12:1, pages 37-41.
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Pim Kuipers, Susan Pager, Karen Bell, Fiona Hall & Melissa Kendall. (2013) Do structured arrangements for multidisciplinary peer group supervision make a difference for allied health professional outcomes?. Journal of Multidisciplinary Healthcare 6, pages 391-397.
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Pia Strand, Karolina Sjöborg, Renée Stalmeijer, Gitte Wichmann-Hansen, Ulf Jakobsson & Gudrun Edgren. (2013) Development and psychometric evaluation of the Undergraduate Clinical Education Environment Measure (UCEEM). Medical Teacher 35:12, pages 1014-1026.
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Alejandro E. Delfino, Madawa Chandratilake, Fernando R Altermatt & Ghislaine Echevarria. (2013) Validation and piloting of direct observation of practical skills tool to assess intubation in the Chilean context. Medical Teacher 35:3, pages 231-236.
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Marie-Claude Audétat, Suzanne Laurin, Gilbert Sanche, Caroline Béïque, Nathalie Caire Fon, Jean-Guy Blais & Bernard Charlin. (2013) Clinical reasoning difficulties: A taxonomy for clinical teachers. Medical Teacher 35:3, pages e984-e989.
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Julian Archer, Tim Swanwick, Daniel Smith, Catherine O'Keeffe & Nerys Cater. (2013) Developing a multisource feedback tool for postgraduate medical educational supervisors. Medical Teacher 35:2, pages 145-154.
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Lucy Chipchase, Shelley Allen, Diann Eley, Lindy McAllister & Jenny Strong. (2012) Interprofessional supervision in an intercultural context: A qualitative study. Journal of Interprofessional Care 26:6, pages 465-471.
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Marjo Wijnen-Meijer, Sue Kilminster, Marieke Van Der Schaaf & Olle Ten Cate. (2012) The impact of various transitions in the medical education continuum on perceived readiness of trainees to be entrusted with professional tasks. Medical Teacher 34:11, pages 929-935.
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Maree O’Keefe, Teresa Burgess, Sue McAllister & Ieva Stupans. (2012) Twelve tips for supporting student learning in multidisciplinary clinical placements. Medical Teacher 34:11, pages 883-887.
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Judith M. van Es, Mechteld R.M. Visser & Margreet Wieringa-de Waard. (2012) Do GP trainers use feedback in drawing up their Personal Development Plans (PDPs)? Results from a quantitative study. Medical Teacher 34:11, pages e718-e724.
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Diana H. J. M. Dolmans & D. Tigelaar. (2012) Building bridges between theory and practice in medical education using a design-based research approach: AMEE Guide No. 60. Medical Teacher 34:1, pages 1-10.
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Miriam Lacasse, Shirley Lee, Abbas Ghavam-Rassoul & Helen P. Batty. (2009) Integrating teaching into the busy resident schedule: A learner-centered approach to raise efficiency (L-CARE) in clinical teaching. Medical Teacher 31:11, pages e507-e513.
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