Citations (327)
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Shireen Suliman, Raza Akbar, Zohaib Yousaf, Hafedh Ghazouani, Dabia Al-Mohanadi, Ahmed Al-Mohammed & Abdullatif Alkhal. (2023) The Pros and Cons of Use of Handheld Electronic Devices During Ward Rounds and the Impact of the COVID-19 Pandemic. Advances in Medical Education and Practice 14, pages 245-255.
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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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Peter Hoang, Iffat Naeem, Eshleen Kaur Grewal, William Ghali & Karen Tang. (2023) Evaluation of the implementation of a medical respite program for persons with lived experience of homelessness. Journal of Social Distress and Homelessness 0:0, pages 1-13.
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Nicholas Friedman, Michelle Zuniga-Hernandez, Janet Titzler, Man Yee Suen, Ellen Wang, Oswaldo Rosales, Jenna Graham, Peter D’Souza, Maria Menendez & Thomas J. Caruso. (2023) Prehospital Pediatric Emergency Training Using Augmented Reality Simulation: A Prospective, Mixed Methods Study. Prehospital Emergency Care 0:0, pages 1-11.
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Stephen Gauthier, Heather Braund, Nancy Dalgarno & David Taylor. (2023) Assessment-Seeking Strategies: Navigating the Decision to Initiate Workplace-Based Assessment. Teaching and Learning in Medicine 0:0, pages 1-10.
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Mariam Noorani. (2022) The ward round: friend or foe in postgraduate training? A grounded theory study of residents’ perspectives. Medical Education Online 27:1.
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Leora Branfield Day, James Rassos, Maxime Billick & Shiphra Ginsburg. (2022) ‘Next steps are…’: An exploration of coaching and feedback language in EPA assessment comments. Medical Teacher 44:12, pages 1368-1375.
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Annabel ten Haven, Elien Pragt, Scheltus Jan van Luijk, Diana H. J. M. Dolmans & Walther N. K. A. van Mook. (2022) Creativity: A viable and valuable competency in medicine? A qualitative exploratory study. Medical Teacher 44:10, pages 1158-1164.
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Victoria Luong, Chris Shields, Allison Petrie & Katerina Neumann. (2022) Does Personality Matter? Perceptions and Experiences of Introverts and Extraverts as General Surgeons. Teaching and Learning in Medicine 34:3, pages 255-265.
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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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Arvin K. Damodaran, Philip Jones & Boaz Shulruf. (2021) Trust and risk pitfalls in medical education: A qualitative study of clinical teachers. Medical Teacher 43:11, pages 1309-1316.
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Alice Moult, Robert K. McKinley & Peter Yeates. (2021) Understanding patient involvement in judging students’ communication skills in OSCEs. Medical Teacher 43:9, pages 1070-1078.
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Nicole M. Mott, Jacquelyn B. Kercheval & Michelle Daniel. (2021) Exploring Students’ Perspectives on Well-Being and the Change of United States Medical Licensing Examination Step 1 to Pass/Fail. Teaching and Learning in Medicine 33:4, pages 355-365.
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Lisanne S. Welink, Esther de Groot, Marie-Louise E. L. Bartelink, Kaatje Van Roy, Roger A. M. J. Damoiseaux & Peter Pype. (2021) Learning Conversations with Trainees: An Undervalued but Useful EBM Learning Opportunity for Clinical Supervisors. Teaching and Learning in Medicine 33:4, pages 382-389.
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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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Annah Sefolosha, Neltjie van Wyk & Annatjie van der Wath. (2021) Reframing Personal and Professional Values: A Substantive Theory of Facilitating Lesbian, Gay, Bisexual, Transgender and Intersex Youth-Inclusive Primary Health Care by Nurses. Journal of Homosexuality 68:8, pages 1298-1319.
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Rosawan S. Areemit, Cynthia M. Cooper, Kosin Wirasorn, Pongsatorn Paopongsawan, Charnchai Panthongviriyakul & Subha Ramani. (2021) Hierarchy, “Kreng Jai” and Feedback: A Grounded Theory Study Exploring Perspectives of Clinical Faculty and Medical Students in Thailand. Teaching and Learning in Medicine 33:3, pages 235-244.
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Shaista Salman Guraya, Salman Y. Guraya, Denis W. Harkin, Áine Ryan, Mohd Zarawi bin Mat Nor & Muhamad Saiful Bahri Yusoff. (2021) Medical Education e-Professionalism (MEeP) framework; from conception to development. Medical Education Online 26:1.
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Yusuke Leo Takeuchi, Raphaël Bonvin & Anne-Emmanuelle Ambresin. (2021) ‘Demystifying’ the encounter with adolescent patients: a qualitative study on medical students’ experiences and perspectives during training with adolescent simulated patients. Medical Education Online 26:1.
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Stuart Robert Cole, Alex Harding & Denis Pereira Gray. (2020) What factors influence the introduction of a national undergraduate general practice curriculum in the UK?. Education for Primary Care 31:5, pages 270-280.
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Daniela Keren, Jocelyn Lockyer, Martina Kelly, Nancy Chick & Rachel H. Ellaway. (2020) In Our Own Time: Medical Students’ Informal Social Studying and Learning. Teaching and Learning in Medicine 32:4, pages 353-361.
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Michelle E. Kiger & Lara Varpio. (2020) Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher 42:8, pages 846-854.
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Lorette Stammen, Irene Slootweg, Renée Stalmeijer, Linda Janssen, Laurents Stassen, Fedde Scheele & Erik Driessen. (2019) The Struggle Is Real: How Residents Learn to Provide High-Value, Cost-Conscious Care. Teaching and Learning in Medicine 31:4, pages 402-411.
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Tiuri R. van Rossum, Fedde Scheele, Lindsay Bank, Henk E. Sluiter & Ide C. Heyligers. (2019) Who owns responsibility? An administrator’s take on implementing time-variable medical training in teaching hospitals. Medical Teacher 41:8, pages 905-911.
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Andrea C. Lörwald, Felicitas-Maria Lahner, Bettina Mooser, Martin Perrig, Matthias K. Widmer, Robert Greif & Sören Huwendiek. (2019) Influences on the implementation of Mini-CEX and DOPS for postgraduate medical trainees’ learning: A grounded theory study. Medical Teacher 41:4, pages 448-456.
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Flavia DeSouza, Elijah Paintsil, Teisha Brown, Russell Pierre, Danya Keene, Nancy Kim & Celia Christie. (2019) Transfer is not a transition – voices of Jamaican adolescents with HIV and their health care providers. AIDS Care 31:3, pages 293-297.
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Linda Helena Anna Bonnie, Mechteld Renee Maria Visser, Jettie Bont, Anna Wilhelmina Maria Kramer & Nynke van Dijk. (2019) Trainers’ and trainees’ expectations of entrustable professional activities (EPAs) in a primary care training programme. Education for Primary Care 30:1, pages 13-21.
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Tiuri R. van Rossum, Fedde Scheele, Henk E. Sluiter, Emma Paternotte & Ide C. Heyligers. (2018) Effects of implementing time-variable postgraduate training programmes on the organization of teaching hospital departments. Medical Teacher 40:10, pages 1036-1041.
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Walter J. Eppich, Jan-Joost Rethans, Timothy Dornan & Pim W. Teunissen. (2018) Learning how to learn using simulation: Unpacking disguised feedback using a qualitative analysis of doctors’ telephone talk. Medical Teacher 40:7, pages 661-667.
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Michelle M. Daniel, Paula Ross, Renée E. Stalmeijer & Willem de Grave. (2018) Teacher Perspectives of Interdisciplinary Coteaching Relationships in a Clinical Skills Course: A Relational Coordination Theory Analysis. Teaching and Learning in Medicine 30:2, pages 141-151.
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Sanne Peters, Geraldine Clarebout, Marc van Nuland, Bert Aertgeerts & Ann Roex. (2018) A Qualitative Exploration of Multiple Perspectives on Transfer of Learning Between Classroom and Clinical Workplace. Teaching and Learning in Medicine 30:1, pages 22-32.
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Brian S. Heist & Haruka Matsubara Torok. (2018) Medical migration: A qualitative exploration of the atypical path of Japanese international medical graduates. Medical Teacher 40:1, pages 31-39.
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Caroline Bradbury-Jones, Jenna Breckenridge, Maria T. Clark, Oliver R. Herber, Christopher Wagstaff & Julie Taylor. (2017) The state of qualitative research in health and social science literature: a focused mapping review and synthesis. International Journal of Social Research Methodology 20:6, pages 627-645.
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Subha Ramani, Karen Könings, Karen V. Mann & Cees van der Vleuten. (2017) Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education. Medical Teacher 39:10, pages 1065-1073.
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Marjolein Oerlemans, Patrick Dielissen, Angelique Timmerman, Paul Ram, Bas Maiburg, Jean Muris & Cees van der Vleuten. (2017) Should we assess clinical performance in single patient encounters or consistent behaviors of clinical performance over a series of encounters? A qualitative exploration of narrative trainee profiles. Medical Teacher 39:3, pages 300-307.
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A. Amalba, F. A. Abantanga, A. J. J. A. Scherpbier & W. N. K. A. van Mook. (2017) Community-based education: The influence of role modeling on career choice and practice location. Medical Teacher 39:2, pages 174-180.
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H. Carrie Chen, Shannon Fogh, Brent Kobashi, Arianne Teherani, Olle ten Cate & Patricia O’Sullivan. (2016) An interview study of how clinical teachers develop skills to attend to different level learners. Medical Teacher 38:6, pages 578-584.
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Subha Ramani & Karen Mann. (2016) Introducing medical educators to qualitative study design: Twelve tips from inception to completion. Medical Teacher 38:5, pages 456-463.
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Jessica Fraeyman, Linda Symons, Paul Van Royen, Guido Van Hal & Lieve Peremans. (2016) How to overcome hurdles in opiate substitution treatment? A qualitative study with general practitioners in Belgium. European Journal of General Practice 22:2, pages 134-140.
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H. Carrie Chen, Patricia O’Sullivan, Arianne Teherani, Shannon Fogh, Brent Kobashi & Olle ten Cate. (2015) Sequencing learning experiences to engage different level learners in the workplace: An interview study with excellent clinical teachers. Medical Teacher 37:12, pages 1090-1097.
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M. Bozzolan, G. Simoni, M. Balboni, F. Fiorini, S. Bombardi, N. Bertin & M. Da Roit. (2014) Undergraduate physiotherapy students' competencies, attitudes and perceptions after integrated educational pathways in evidence-based practice: a mixed methods study. Physiotherapy Theory and Practice 30:8, pages 557-571.
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