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Medical Teacher Volume 38, 2016 - Issue 6
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Original Articles

An interview study of how clinical teachers develop skills to attend to different level learners

H. Carrie ChenUniversity of California San Francisco, USA, Correspondence[email protected]
,
Shannon FoghUniversity of California San Francisco, USA,
,
Brent KobashiUniversity of California San Francisco, USA,
,
Arianne TeheraniUniversity of California San Francisco, USA,
,
Olle ten CateUniversity Medical Center Utrecht, The Netherlands
&
Patricia O’SullivanUniversity of California San Francisco, USA,
Pages 578-584 | Published online: 07 Sep 2015

Citations (8)

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Leslie Sheu, Catherine Burke, Dylan Masters & Patricia S. O'Sullivan. (2018) Understanding Clerkship Student Roles in the Context of 21st-Century Healthcare Systems and Curricular Reform. Teaching and Learning in Medicine 30:4, pages 367-376.
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Christy Noble, Joanne Hilder, Stephen Billett, Andrew Teodorczuk & Rola Ajjawi. (2023) Supervisory knowing in practice across medical specialities. Advances in Health Sciences Education.
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Roslyn Mattukoyya, Leena K. Vinod, Emmima Angelina Manoharan & Dr. Manju C. Pallam. (2022) Cross-border knowledge transfer via collaborative virtual training programme during the Covid crisis. Nurse Education in Practice 63, pages 103357.
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Jacob M. Shivley. (2019) Acquisition of pedagogical knowledge by instructors of veterinary medicine. Transformation in Higher Education 4.
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Kerry Wilbur, Kyle J. Wilby & Shane Pawluk. (2018) Pharmacy Preceptor Judgments of Student Performance and Behavior During Experiential Training. American Journal of Pharmaceutical Education 82:10, pages 6451.
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Patricia D. QuigleyNicholas M. Potisek & Michael A. Barone. (2017) How to “ENGAGE” Multilevel Learner Groups in the Clinical Setting. Pediatrics 140:5.
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Jennifer R. Kogan, Rose Hatala, Karen E. Hauer & Eric Holmboe. (2017) Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education. Perspectives on Medical Education 6:5, pages 286-305.
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