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Cecilie von Bülow, Eva Ejlersen Wæhrens, Ulla Andersen, Kirstine Amris & Karen la Cour. (2023) How a group-based occupational therapy program works in woman with fibromyalgia: A process evaluation of the ADAPT program. Scandinavian Journal of Occupational Therapy 30:8, pages 1523-1540.
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Katrine Prydz, Peter Dieckmann, David Musson & Torben Wisborg. (2023) The development of a tool to assess medical students’ non-technical skills – The Norwegian medical students’ non-technical skills (NorMS-NTS). Medical Teacher 45:5, pages 516-523.
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Jacquelyn B. Kercheval, Nicole M. Mott, Eric K. Kim, Christy K. Boscardin, Barbie A. Klein, Karen E. Hauer & Michelle Daniel. (2023) Students’ Perspectives on Basic and Clinical Science Integration When Step 1 is Administered After the Core Clerkships. Teaching and Learning in Medicine 35:2, pages 117-127.
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Priscilla A. Amofa, Andrea M. Kurasz, Glenn E. Smith & Shellie-Anne Levy. (2023) Health concerns and attitudes towards research participation in a community of rural Black Americans. Clinical Gerontologist 46:2, pages 195-206.
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Shireen Suliman, Karen D. Könings, Margaret Allen, Ayad Al-Moslih, Alison Carr & Richard P. Koopmans. (2023) Sailing the boat together: Co-creation of a model for learning during transition. Medical Teacher 45:2, pages 193-202.
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Fiona Osborne, Paul Paes, Janice Ellis & Charlotte Rothwell. (2023) Twelve tips for conducting medical education research via videoconference. Medical Teacher 45:2, pages 145-151.
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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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Colby T. Kervick, Shana J. Haines, Andrea E. Green, Cynthia C. Reyes, Katharine G. Shepherd, Mika Moore, Elizabeth A. Healy & Maria E. Gordon. (2022) Engaging interdisciplinary service providers to enhance collaboration to support refugee families whose children have special health care needs. Educational Action Research 30:5, pages 768-790.
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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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Anneli Douglas, Pierre Mostert & Liandi Slabbert. (2022) Millennials as consumers of wildlife tourism experiences. World Leisure Journal 64:4, pages 487-507.
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Grace Richardson, Róisín Cleary & Ruth Usher. (2022) The impact of the COVID-19 restrictions on nursing home residents: An occupational perspective. Journal of Occupational Science 29:3, pages 386-401.
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Veronica Sjöberg & Maria Forsner. (2022) Shifting roles: physiotherapists’ perception of person-centered care during a pre-implementation phase in the acute hospital setting - A phenomenographic study. Physiotherapy Theory and Practice 38:7, pages 879-889.
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C. den Harder, V. van den Eertwegh, F. Jongen, E. Hageraats, S. Nelissen & D. Waterval. (2022) Learning the breast examination with Physical Exam Teaching Associates: development and evaluation of the teaching setup. An action research approach. Women & Health 62:6, pages 502-512.
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Sami Abdulrahman Alhamidi & Seham Mansour Alyousef. (2022) Perceptions of mental health nurses toward caring for suicidal hospital inpatients in Saudi Arabia. Death Studies 46:5, pages 1166-1175.
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Dawn Joseph. (2022) ‘The Potted Palms is bigger than each of us individually’: older musicians playing as community and for community. Creative Industries Journal 15:1, pages 40-57.
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Siddhartha Dutta, Sneha Ambwani, Hina Lal, Kishna Ram, Govind Mishra, Tarun Kumar & Shoban Babu Varthya. (2021) A Response to “The Satisfaction Level of Undergraduate Medical and Nursing Students Regarding Distant Preclinical and Clinical Teaching Amidst COVID-19 Across India” [Response to Letter]. Advances in Medical Education and Practice 12, pages 349-350.
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Joel Conway, Neev Trehan & Praneeth Vedagiri. (2021) Response to “The Satisfaction Level of Undergraduate Medical and Nursing Students Regarding Distant Preclinical and Clinical Teaching Amidst COVID-19 Across India” [Letter]. Advances in Medical Education and Practice 12, pages 307-308.
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Marina E Zambrotta, Patricia Aylward, Christopher L Roy, Emily Piper-Vallillo, Stephen R Pelletier, James P Honan, Noah Heller, Subha Ramani & Helen M Shields. (2021) Nurse-Doctor Co-Teaching: A Pilot Study of the Design, Development, and Implementation of Structured Interprofessional Co-Teaching Sessions. Advances in Medical Education and Practice 12, pages 339-348.
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Arun Verma. (2021) Using audio-diaries for research and education: AMEE Guide No. 144. Medical Teacher 43:12, pages 1346-1352.
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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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Susan Wlodarczyk, Virginie Muller-Juge, Karen E. Hauer, Michelle S. Tong, Amy Ransohoff & Christy Boscardin. (2021) Assessment to Optimize Learning Strategies: A Qualitative Study of Student and Faculty Perceptions. Teaching and Learning in Medicine 33:3, pages 245-257.
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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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Anne Sofie Baymler Lundberg, Bente Appel Esbensen, Martin Bach Jensen, Ellen Margrethe Hauge & Annette de Thurah. (2021) Facilitators and barriers in diagnosing rheumatoid arthritis as described by general practitioners: a Danish study based on focus group interviews. Scandinavian Journal of Primary Health Care 39:2, pages 222-229.
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Fazeela Patel. (2021) Discipline in the higher education classroom: A study of its intrinsic influence on professional attributes, learning and safety. Cogent Education 8:1.
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Ester Coolen, Rik Engbers, Jos Draaisma, Maud Heinen & Cornelia Fluit. (2020) The use of SBAR as a structured communication tool in the pediatric non-acute care setting: bridge or barrier for interprofessional collaboration?. Journal of Interprofessional Care 0:0, pages 1-10.
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Marlies Schillings, H. Roebertsen, H. Savelberg, J. Whittingham & D. Dolmans. (2020) Peer-to-peer dialogue about teachers’ written feedback enhances students’ understanding on how to improve writing skills. Educational Studies 46:6, pages 693-707.
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Jennifer L. Ryan, F. Virginia Wright & Danielle E. Levac. (2020) Exploring Physiotherapists’ Use of Motor Learning Strategies in Gait-Based Interventions for Children with Cerebral Palsy. Physical & Occupational Therapy In Pediatrics 40:1, pages 79-92.
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Andrew M Aneese, Justine A Nasr & Alexandra Halalau. (2019) A prospective mixed-methods study evaluating the integration of an evidence based medicine curriculum into an internal medicine residency program. Advances in Medical Education and Practice 10, pages 533-546.
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Michela Rimondini, Maria Angela Mazzi, Isolde Martina Busch & Jozien Bensing. (2019) You only have one chance for a first impression! Impact of Patients’ First Impression on the Global Quality Assessment of Doctors’ Communication Approach. Health Communication 34:12, pages 1413-1422.
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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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Fiona Curtis & Julia Gillen. (2019) “I don’t see myself as a 40-year-old on Facebook”: medical students’ dilemmas in developing professionalism with social media. Journal of Further and Higher Education 43:2, pages 251-262.
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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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Marieke van Geel, Trynke Keuning, Jimmy Frèrejean, Diana Dolmans, Jeroen van Merriënboer & Adrie J. Visscher. (2019) Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement 30:1, pages 51-67.
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Marieke de Visser, Roland F Laan, Rik Engbers, Janke Cohen-Schotanus & Cornelia Fluit. (2018) Selection as a learning experience: an exploratory study. Advances in Medical Education and Practice 9, pages 345-355.
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Jehanne De Grasset, Marie-Claude Audetat, Nadia Bajwa, Nicole Jastrow, Hélène Richard-Lepouriel, Mathieu Nendaz & Noelle Junod Perron. (2018) Medical students’ professional identity development from being actors in an objective structured teaching exercise. Medical Teacher 40:11, pages 1151-1158.
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Rebecca C. Fowler, Joanna G. Katzman, George D. Comerci, Brian M. Shelley, Daniel Duhigg, Cynthia Olivas, Thomas Arnold, Summers Kalishman, Rebecca Monnette & Sanjeev Arora. (2018) Mock ECHO: A Simulation-Based Medical Education Method. Teaching and Learning in Medicine 30:4, pages 423-432.
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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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Andem Ekpenyong, Elizabeth Baker, Ilene Harris, Ara Tekian, Richard Abrams, Shalini Reddy & Yoon Soo Park. (2017) How do clinical competency committees use different sources of data to assess residents’ performance on the internal medicine milestones?A mixed methods pilot study. Medical Teacher 39:10, pages 1074-1083.
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Anne Walling, Kathryn Istas, Giulia A. Bonaminio, Anthony M. Paolo, Joseph D. Fontes, Nancy Davis & Benito A. Berardo. (2017) Medical Student Perspectives of Active Learning: A Focus Group Study. Teaching and Learning in Medicine 29:2, pages 173-180.
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Subha Ramani, Sarah E. Post, Karen Könings, Karen Mann, Joel T. Katz & Cees van der Vleuten. (2017) “It's Just Not the Culture”: A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback. Teaching and Learning in Medicine 29:2, pages 153-161.
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Morris Gordon, Christopher W. R. Fell, Helen Box, Michael Farrell & Alison Stewart. (2017) Learning health ‘safety’ within non-technical skills interprofessional simulation education: a qualitative study. Medical Education Online 22:1.
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Jan Griewatz, Steffen Wiechers, Hadiye Ben-Karacobanim & Maria Lammerding-Koeppel. (2016) Medical teachers’ perception of professional roles in the framework of the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM)—A multicenter study. Medical Teacher 38:11, pages 1157-1165.
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Marie-Louise Schreurs, Wilma Huveneers & Diana Dolmans. (2016) Communities of teaching practice in the workplace: Evaluation of a faculty development programme. Medical Teacher 38:8, pages 808-814.
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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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Hege Therese Bell, Aslak Steinsbekk & Anne Gerd Granas. (2015) Factors influencing prescribing of fall-risk-increasing drugs to the elderly: A qualitative study. Scandinavian Journal of Primary Health Care 33:2, pages 107-114.
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