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Medical Teacher Volume 30, 2008 - Issue 8
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Web Paper

Educational CPD: An exploration of the attitudes of UK GP trainers using focus groups and an activity theory framework

Dr Mark Waters Cantilupe Surgery, UKCorrespondence[email protected]
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David Wall West Midlands Deanery, UKView further author information
Pages e250-e259 | Published online: 03 Jul 2009

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Read on this site (3)

Kevin McConville. (2023) Professional identity formation in becoming a GP trainer: barriers and enablers. Education for Primary Care 34:1, pages 16-25.
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Igor Švab, Justin Allen, Egle Žebiene, Marija Petek Šter & Adam Windak. (2016) Training experts in family medicine teaching. European Journal of General Practice 22:1, pages 58-63.
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Roland Spencer-Jones, David Bee, Iain Lamb & Alison Sneddon. (2015) Sometimes less is more. Education for Primary Care 26:6, pages 419-421.
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Articles from other publishers (4)

Matthew F Flynn, Peter J Eves & Ahmed Rashid. (2022) Becoming an accredited medical teacher in the UK. InnovAiT: Education and inspiration for general practice 16:1, pages 39-42.
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Ingrid Philibert, Lyuba Konopasek & Janet Riddle. (2019) The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics. Journal of Graduate Medical Education 11:4s, pages 47-63.
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Janneke M. Frambach, Erik W. Driessen & Cees P. M. van der Vleuten. (2014) Using activity theory to study cultural complexity in medical education. Perspectives on Medical Education.
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Stefanie Joos, Marco Roos, Thomas Ledig, Stefan Bilger, Joachim Szecsenyi & Jost Steinhäuser. (2011) Perspektiven und Erfahrungen weiterbildungsbefugter Ärzte für Allgemeinmedizin - eine Umfrage in Baden-Württemberg. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 105:2, pages 97-104.
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