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Allen F. Shaughnessy, Lucas Allen & Ashley Duggan. (2017) Attention without intention: explicit processing and implicit goal-setting in family medicine residents’ written reflections. Education for Primary Care 28:3, pages 150-156.
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Denese E. Playford, Wen Qi Ng & Tessa Burkitt. (2016) Creation of a mobile rural workforce following undergraduate longitudinal rural immersion. Medical Teacher 38:5, pages 498-503.
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Ashley P. Duggan, Andrea Vicini, Lucas Allen & Allen F. Shaughnessy. (2015) Learning to See Beneath the Surface: A Qualitative Analysis of Family Medicine Residents’ Reflections About Communication. Journal of Health Communication 20:12, pages 1441-1448.
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Robyn Latessa, Norma Beaty, Kenneth Royal, Gaye Colvin, Donald E. Pathman & Jeffery Heck. (2015) Academic outcomes of a community-based longitudinal integrated clerkships program. Medical Teacher 37:9, pages 862-867.
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Mohamed M. Al-Eraky, Jeroen Donkers, Gohar Wajid & Jeroen J. G. Van Merrienboer. (2015) Faculty development for learning and teaching of medical professionalism. Medical Teacher 37:sup1, pages S40-S46.
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Markus Krautter, Sven Andreesen, Nadja Köhl-Hackert, Katja Hoffmann, Wolfgang Herzog & Christoph Nikendei. (2014) Cross-year peer tutoring on internal medicine wards: results of a qualitative focus group analysis. Advances in Medical Education and Practice 5, pages 323-330.
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Hudson Birden, Nel Glass, Ian Wilson, Michelle Harrison, Tim Usherwood & Duncan Nass. (2013) Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25. Medical Teacher 35:7, pages e1252-e1266.
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Articles from other publishers (15)
Cathinka Thyness, Hilde Grimstad & Aslak Steinsbekk. (2023) Psychological safety in European medical students’ last supervised patient encounter: A cross-sectional survey. PLOS ONE 18:4, pages e0285014.
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Linda H. A. Bonnie, Gaston R. Cremers, Mana Nasori, Anneke W. M. Kramer & Nynke Dijk. (2021) Longitudinal training models for entrusting students with independent patient care?: A systematic review. Medical Education 56:2, pages 159-169.
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Elaine Saraiva Feitosa, Ana Maria Fontenelle Catrib, Aline Veras Morais Brilhante, Mariana Aroucha Carneiro, Christina César Praça Brasil & Raquel Autran Coelho Peixoto. (2022) Senses and meanings of medical professionalism for gynecology and obstetrics residents. Revista Brasileira de Educação Médica 46:1.
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Elaine Saraiva Feitosa, Ana Maria Fontenelle Catrib, Aline Veras Morais Brilhante, Mariana Aroucha Carneiro, Christina César Praça Brasil & Raquel Autran Coelho Peixoto. (2022) Sentidos e significados de profissionalismo médico para residentes de ginecologia e obstetrícia. Revista Brasileira de Educação Médica 46:1.
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Megan E. L. Brown, Paul Whybrow, Gavin Kirwan & Gabrielle M. Finn. (2021) Professional identity formation within longitudinal integrated clerkships: A scoping review. Medical Education 55:8, pages 912-924.
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Alev J. AtalayNora Y. OsmanEdward KrupatErik K. Alexander. (2020) Building Longitudinal Relationships Into a Traditional Block Clerkship Model: A Mixed-Methods Study. Academic Medicine 96:8, pages 1182-1188.
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Christina Wong & Lisa Purdy. (2021) Teaching Professionalism: Comparing Written and Video Case-Studies. Journal of Medical Education and Curricular Development 8, pages 238212052110207.
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Christel Grau Canét-Wittkampf, Charlotte Eijkelboom, Saskia Mol, Dorien Zwart, Iris Hendriks & Esther de Groot. (2020) Fostering patient-centredness by following patients outside the clinical setting: an interview study. BMC Medical Education 20:1.
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Robyn A. Latessa, Robert A. Swendiman, Anna Beth Parlier, Shelley L. Galvin & David A. Hirsh. (2017) Graduates’ Perceptions of Learning Affordances in Longitudinal Integrated Clerkships. Academic Medicine 92:9, pages 1313-1319.
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Nora Osman, Alev Atalay, Arundhati Ghosh, Yamini Saravanan, Bianca Shagrin, Tara Singh & David Hirsh. (2017) Structuring Medical Education for Workforce Transformation: Continuity, Symbiosis and Longitudinal Integrated Clerkships. Education Sciences 7:2, pages 58.
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Erica Toledo de Mendonça, Rosângela Minardi Mitre Cotta, Vicente de Paula Lelis, Tiago Ricardo Moreira & Paulo Marcondes Carvalho Junior. (2016) Integração Intercampi no Ensino: Desenvolvendo Competências do Profissionalismo. Revista Brasileira de Educação Médica 40:3, pages 344-354.
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Erica Toledo de Mendonça, Rosângela Minardi Mitre Cotta, Vicente de Paula Lelis & Paulo Marcondes Carvalho Junior. (2016) Avaliação do profissionalismo em estudantes da área da saúde: uma revisão sistemática. Interface - Comunicação, Saúde, Educação 20:58, pages 679-690.
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Gabriele Lutz, Christian Scheffer, Friedrich Edelhaeuser, Diethard Tauschel & Melanie Neumann. (2013) A reflective practice intervention for professional development, reduced stress and improved patient care—A qualitative developmental evaluation. Patient Education and Counseling 92:3, pages 337-345.
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Peter Deptula & Maria B.J. Chun. (2013) A Literature Review of Professionalism in Surgical Education: Suggested Components for Development of a Curriculum. Journal of Surgical Education 70:3, pages 408-422.
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Lucie Walters, Jennene Greenhill, Janet Richards, Helena Ward, Narelle Campbell, Julie Ash & Lambert WT Schuwirth. (2012) Outcomes of longitudinal integrated clinical placements for students, clinicians and society. Medical Education 46:11, pages 1028-1041.
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