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Hatim Almahdi, Tariq Abdullatif Alnaeem, Hussien Tawfiq Alshawaf, Ahmed Jassim Alsubaya, Abdullah Amin Bu Hulayqah & Mohammed Yaseer Al khars. (2023) Self-Perceived Preparedness of KFU Dental Graduates to Practice Dentistry: A Cross-Sectional Study. Advances in Medical Education and Practice 14, pages 595-601.
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Mónica Vázquez-Calatayud, Maddi Olano-Lizarraga, Ana María Quesada-Melero, Carmen Rumeu-Casares, Maribel Saracíbar-Razquin & Beatriz Paloma-Mora. (2023) Nursing capacity building in health coaching with hospitalised chronic heart failure patients: a quasi-experimental study. Contemporary Nurse 59:6, pages 443-461.
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Nora Fagerholm, Eliisa Lotsari, Tua Nylén, Niina Käyhkö, Jussi Nikander, Vesa Arki & Risto Kalliola. (2023) Self-assessment in student’s learning and developing teaching in geoinformatics – case of Geoportti self-assessment tool. Journal of Geography in Higher Education 0:0, pages 1-31.
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Muna Said Al-Ismail, Lina Mohammad Naseralallah, Tarteel Ali Hussain, Derek Stewart, Dania Alkhiyami, Hadi Mohamad Abu Rasheed, Alaa Daud, Abdulrouf Pallivalapila & Zachariah Nazar. (2023) Learning needs assessments in continuing professional development: A scoping review. Medical Teacher 45:2, pages 203-211.
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Natasha Yates, Suzanne Gough & Victoria Brazil. (2022) Self-assessment: With all its limitations, why are we still measuring and teaching it? Lessons from a scoping review. Medical Teacher 44:11, pages 1296-1302.
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Brent A. Hayward. (2022) Where is applied behaviour analysis (ABA) in the National Disability Insurance Scheme? Commentary on “Delivering behaviour support to children and adolescents with autism via telepractice: A narrative review” (Johnsson & Bulkeley, 2021). Research and Practice in Intellectual and Developmental Disabilities 9:2, pages 182-187.
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Marco Tagliabue, Sigridur Sofia Sigurjonsdottir & Ingunn Sandaker. (2020) The effects of performance feedback on organizational citizenship behaviour: a systematic review and meta-analysis. European Journal of Work and Organizational Psychology 29:6, pages 841-861.
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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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Gillian Maudsley & David Taylor. (2020) Analysing synthesis of evidence in a systematic review in health professions education: observations on struggling beyond Kirkpatrick. Medical Education Online 25:1.
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Hae Kyoung Son & Dong Hee Kim. (2019) Effect of SEGUE-based communication education on nursing simulation practice: a quasi-experimental design. Contemporary Nurse 55:4-5, pages 330-340.
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Lauren Gorfinkel, Jan Klimas, Breanne Reel, Huiru Dong, Keith Ahamad, Christopher Fairgrieve, Mark McLean, Annabel Mead, Seonaid Nolan, Will Small, Walter Cullen, Evan Wood & Nadia Fairbairn. (2019) In-hospital training in addiction medicine: A mixed-methods study of health care provider benefits and differences. Substance Abuse 40:2, pages 207-213.
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Gillian Maudsley, David Taylor, Omnia Allam, Jayne Garner, Tudor Calinici & Ken Linkman. (2019) A Best Evidence Medical Education (BEME) systematic review of: What works best for health professions students using mobile (hand-held) devices for educational support on clinical placements? BEME Guide No. 52. Medical Teacher 41:2, pages 125-140.
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Grace Kennedy, Jennifer Nicola M. Rea & Irene Maeve Rea. (2019) Prompting medical students to self–assess their learning needs during the ageing and health module: a mixed methods study. Medical Education Online 24:1.
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Niels Kristian Kjaer, Marianne Vedsted & James Høpner. (2017) A new comprehensive model for Continuous Professional Development. European Journal of General Practice 23:1, pages 20-26.
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Amanda R. Emke, Steven Cheng, Ling Chen, Dajun Tian & Carolyn Dufault. (2017) A Novel Approach to Assessing Professionalism in Preclinical Medical Students Using Multisource Feedback Through Paired Self- and Peer Evaluations. Teaching and Learning in Medicine 29:4, pages 402-410.
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John T. Ratelle, Sara L. Bonnes, Amy T. Wang, Saswati Mahapatra, Cathy D. Schleck, Jayawant N. Mandrekar, Karen F. Mauck, Thomas J. Beckman & Christopher M. Wittich. (2017) Associations between teaching effectiveness and participant self-reflection in continuing medical education. Medical Teacher 39:7, pages 697-703.
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Jan Klimas, Keith Ahamad, Christoper Fairgrieve, Mark McLean, Annabel Mead, Seonaid Nolan & Evan Wood. (2017) Impact of a brief addiction medicine training experience on knowledge self-assessment among medical learners. Substance Abuse 38:2, pages 141-144.
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C. Dominique Losco, William D. Grant, Anthony Armson, Amanda J. Meyer & Bruce F. Walker. (2017) Effective methods of teaching and learning in anatomy as a basic science: A BEME systematic review: BEME guide no. 44. Medical Teacher 39:3, pages 234-243.
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Noora Al-Mutawa, Hisham Elmahdi & Pauline Joyce. (2016) The implementation of a practice management programme for family medicine residents in Qatar. Education for Primary Care 27:5, pages 380-385.
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Alan J. Osborne, Simon C. Hawkins, Dimitri J. Pournaras, Madawa Chandratilake & Richard Welbourn. (2014) An evaluation of operative self-assessment by UK postgraduate trainees. Medical Teacher 36:1, pages 32-37.
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Jip de Jong, Mechteld Visser, Nynke Van Dijk, Cees van der Vleuten & Margreet Wieringa-de Waard. (2013) A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24. Medical Teacher 35:6, pages e1181-e1196.
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Christina Gummesson & Eva Nordmark. (2012) Self-reflections in an online course – Reflecting learning strategies?. Advances in Physiotherapy 14:2, pages 87-93.
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Michelle E. Shepard, Elizabeth A. Sastre, Mario A. Davidson & Amy E. Fleming. (2012) Use of individualized learning plans among fourth-year sub-interns in pediatrics and internal medicine. Medical Teacher 34:1, pages e46-e51.
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Robin King, Barbara Hooper & Wendy Wood. (2011) Using bibliographic software to appraise and code data in educational systematic review research. Medical Teacher 33:9, pages 719-723.
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Michelle McLean, Sami Shaban & Deborah Murdoch-Eaton. (2011) Transferable skills of incoming medical students and their development over the first academic year: The United Arab Emirates experience. Medical Teacher 33:6, pages e297-e305.
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Mihaela Botezatu, Håkan Hult, Mesfin Kassaye Tessma & Uno Fors. (2010) Virtual patient simulation: Knowledge gain or knowledge loss?. Medical Teacher 32:7, pages 562-568.
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