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Medical Teacher Volume 41, 2019 - Issue 11
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TWELVE TIPS

Twelve tips for undertaking a focused systematic review in medical education

Morris GordonSchool of Medicine, University of Central Lancashire, Preston, UK; ;Families Division, Blackpool Victoria Hospital, Blackpool, UK; Correspondence[email protected]
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,
Ciaran Grafton-ClarkeSchool of Medicine, University of Central Lancashire, Preston, UK; ;School of Medicine, University of Liverpool, Liverpool, UK; View further author information
,
Elaine HillSchool of Health Sciences, University of Central Lancashire, Preston, UK; View further author information
,
Dawne GurbuttFaculty of Clinical and Biomedical Sciences, University of Central Lancashire, Preston, UK; View further author information
,
Madalena PatricioFaculdade de Medicina Universidade de Lisboa, Lisboa, Portugal; View further author information
&
Michelle DanielUniversity of Michigan Medical School, Ann Arbor, MI, USAView further author information
Pages 1232-1238 | Published online: 03 Nov 2018

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Renée Allvin, Carl Thompson & Samuel Edelbring. (2024) Variations in measurement of interprofessional core competencies: a systematic review of self-report instruments in undergraduate health professions education. Journal of Interprofessional Care 38:3, pages 486-498.
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Beata Smela, Mondher Toumi, Karolina Świerk, Clement Francois, Małgorzata Biernikiewicz, Emilie Clay & Laurent Boyer. (2023) Rapid literature review: definition and methodology. Journal of Market Access & Health Policy 11:1.
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Hamish J. Newman, Amanda J. Meyer, Tim J. Wilkinson, Nalini Pather & Sandra. E. Carr. (2022) Technology enhanced neuroanatomy teaching techniques: A focused BEME systematic review of current evidence: BEME Guide No. 75. Medical Teacher 44:10, pages 1069-1080.
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S. Parmekar, R. Shah, G. Gokulakrishnan, S. Gowda, D. Castillo, S. Iniguez, J. Gallegos, A. Sisson, S. Thammasitboon & M. Pammi. (2022) Components of interprofessional education programs in neonatal medicine: A focused BEME review: BEME Guide No. 73. Medical Teacher 44:8, pages 823-835.
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Hannah Boone, Nicholas Jacob Snow, Jill Allison, Carolyn Sturge Sparkes & Russell Dawe. (2022) Community engagement by faculties of medicine: A scoping review of current practices and practical recommendations. Medical Teacher 44:7, pages 772-780.
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Articles from other publishers (6)

Neville Chiavaroli, Linda Prescott-Clements, Jordan Nicholls, Pru Mitchell & Katharine Reid. (2024) Accreditation Approaches for Professional Education Programs: Toward Best Practice. Journal of Veterinary Medical Education 51:1, pages 3-13.
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Jianhua Hou, Bili Zheng, Dongyi Wang, Yang Zhang & Chaomei Chen. (2023) How Boundary-spanning Paper Sparkles Citation: From Citation Count to Citation Network. Journal of Informetrics 17:3, pages 101434.
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Asma N. Arabi & Catherine A. Kennedy. (2023) The Perceptions and Experiences of Undergraduate Healthcare Students With Debriefing Methods. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 18:3, pages 191-202.
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Morris Gordon. 2022. Researching Medical Education. Researching Medical Education 99 113 .
Lauren A. Maggio, Anita Samuel & Elizabeth Stellrecht. (2022) Systematic Reviews in Medical Education. Journal of Graduate Medical Education 14:2, pages 171-175.
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Lauren A. Maggio, Joseph A. Costello, Candace Norton, Erik W. Driessen & Anthony R. Artino Jr. (2020) Knowledge syntheses in medical education: A bibliometric analysis. Perspectives on Medical Education 10:2, pages 79-87.
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