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Renée E. Stalmeijer, Jill R. D. Whittingham, Guy W. G. Bendermacher, Ineke H. A. P. Wolfhagen, Diana H. J. M. Dolmans & Carolin Sehlbach. (2023) Continuous enhancement of educational quality – fostering a quality culture: AMEE Guide No. 147. Medical Teacher 45:1, pages 6-16.
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Yung Kai Lin, Blossom Yen-Ju Lin & Der-Yuan Chen. (2020) Do teaching strategies matter? Relationships between various teaching strategies and medical students’ wellbeing during clinical workplace training. Medical Teacher 42:1, pages 39-45.
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Muhammad Zafar Iqbal, Karen D. Könings, Mohamed Al-Eraky, Mona Hmoud AlSheikh & Jeroen J. G. van Merrienboer. (2020) Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach. Medical Education Online 25:1.
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Carlin A. Nguyen, Andrew B. Artis, Richard E. Plank & Paul J. Solomon. (2019) Dimensions of effective sales coaching: scale development and validation. Journal of Personal Selling & Sales Management 39:3, pages 299-315.
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Niclas Lewisson, Laila Hellgren & Jakob Johansson. (2013) Quality improvement in clinical teaching through student evaluations of rotations and feedback to departments. Medical Teacher 35:10, pages 820-825.
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Lavjay Butani, Debora A. Paterniti, Daniel J. Tancredi & Su-Ting T. Li. (2013) Attributes of residents as teachers and role models – A mixed methods study of stakeholders. Medical Teacher 35:4, pages e1052-e1059.
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Cornelia Fluit, Sanneke Bolhuis, Richard Grol, Marieke Ham, Remco Feskens, Roland Laan & Michel Wensing. (2012) Evaluation and feedback for effective clinical teaching in postgraduate medical education: Validation of an assessment instrument incorporating the CanMEDS roles. Medical Teacher 34:11, pages 893-901.
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Tobias B.B. Boerboom, Tim Mainhard, Diana H.J.M. Dolmans, Albert J.J.A. Scherpbier, Peter Van Beukelen & A.D. (Debbie) C. Jaarsma. (2012) Evaluating clinical teachers with the Maastricht clinical teaching questionnaire: How much ‘teacher’ is in student ratings?. Medical Teacher 34:4, pages 320-326.
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Diana H. J. M. Dolmans & D. Tigelaar. (2012) Building bridges between theory and practice in medical education using a design-based research approach: AMEE Guide No. 60. Medical Teacher 34:1, pages 1-10.
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Tobias B. B. Boerboom, Debbie Jaarsma, Diana H. J. M. Dolmans, Albert J. J. A. Scherpbier, Nicole J. J. M. Mastenbroek & Peter Van Beukelen. (2011) Peer group reflection helps clinical teachers to critically reflect on their teaching. Medical Teacher 33:11, pages e615-e623.
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T. B. B. Boerboom, D. H. J. M. Dolmans, A. D. C. Jaarsma, A. M. M. Muijtjens, P. Van Beukelen & A. J. J. A. Scherpbier. (2011) Exploring the validity and reliability of a questionnaire for evaluating veterinary clinical teachers’ supervisory skills during clinical rotations. Medical Teacher 33:2, pages e84-e91.
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Valentina Duran Espinoza, Francisca Rammsy Serón, Juan Pablo Vargas, Dominik Petric, Isabella Montero Jaras, Felipe Silva Peña, Nicolas Olivares Valenzuela, Ignacio Villagrán, Julian Varas Cohen & Javiera Fuentes-Cimma. (2024) Available assessment tools for evaluating feedback quality: a scoping review oriented to education in digital media. Global Surgical Education - Journal of the Association for Surgical Education 3:1.
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G. Jaconia, C. Naus & A. Lee. (2023) Anesthesiology resident preferences regarding learning to perform epidural anesthesia procedures in obstetrics: a qualitative phenomenological study. International Journal of Obstetric Anesthesia 56, pages 103923.
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Saira Hossain, Sue O’Neill & Iva Strnadová. (2022) What Constitutes Student Well-Being: A Scoping Review Of Students’ Perspectives. Child Indicators Research 16:2, pages 447-483.
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Anna Chang, Reena Karani & Gurpreet Dhaliwal. (2022) Mission Critical: Reimagining Promotion for Clinician-Educators. Journal of General Internal Medicine 38:3, pages 789-792.
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Ana Carolina Arantes Coutinho Costa, Nilce Maria da Silva Campos Costa & Edna Regina Silva Pereira. (2021) Educational Environment Assessment by Multiprofessional Residency Students: New Horizons Based on Evidence from the DREEM. Medical Science Educator 31:2, pages 429-437.
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Luis Carlos Dominguez Torres, Neil Valentin Vega, Juan José Pepín-Rubio, Diego Orlando Sierra-Barbosa & Juan David Lotero. (2021) Se hace camino al andar: Educación médica de pregrado en el Departamento de Cirugía. Revista Colombiana de Cirugía 36:1, pages 25-34.
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Mia Kusmiati, Susanti Dharmmika & Asri Maharani Dewi. (2023) Teaching-learning behavior in medicine according to students’ perspective: what most influences academic achievement?. F1000Research 10, pages 1157.
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Mia Kusmiati, Susanti Dharmmika & Asri Maharani Dewi. (2021) Teaching-learning behavior in medicine according to students’ perspective: what most influences academic achievement?. F1000Research 10, pages 1157.
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Makoto Matsuo & Takuro Tsukube. (2020) A review on cognitive apprenticeship in educational research: Application for management education. The International Journal of Management Education 18:3, pages 100417.
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Takuro Tsukube & Makoto Matsuo. (2020) The impact of cognitive apprenticeship on the perceived growth of junior doctors. Journal of Workplace Learning 32:7, pages 489-499.
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Eri Konishi, Takuya Saiki, Hiroshi Kamiyama, Katsumi Nishiya, Koji Tsunekawa, Rintaro Imafuku, Kazuhiko Fujisaki & Yasuyuki Suzuki. (2020) Improved cognitive apprenticeship clinical teaching after a faculty development program. Pediatrics International 62:5, pages 542-548.
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Kadriye Funda AKALTAN. (2019) Diş Hekimliğinde Preklinik ve Klinik Eğitim ÇeşitliliğiPreclinical and Clinical Education Variety for Dentistry. Selcuk Dental Journal 6:5, pages 37-51.
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Mirja W. van der MeulenAlina SmirnovaSylvia HeenemanMirjam G.A. oude EgbrinkCees P.M. van der VleutenKiki M.J.M.H. Lombarts. (2019) Exploring Validity Evidence Associated With Questionnaire-Based Tools for Assessing the Professional Performance of Physicians: A Systematic Review. Academic Medicine 94:9, pages 1384-1397.
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Kadriye Funda AKALTAN & İrem ÖZTÜRK. (2019) Öğrenci, eğitmen ve hastaların bakış açısıyla diş hekimliği klinik eğitimi. Selcuk Dental Journal 6:2, pages 134-147.
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Orlando Vieira Gomes, Ramon José Leal de Morais, Paulo Adriano Schwigel, Paula Teles Vasconcelos, Tereza Rebecca de Melo Lima, Luciana Marques Andreto, Juliany Silveira Braglia Cesar Vieira & Rafael Batista de Oliveira. (2019) Validade e Confiabilidade do Maastricht Clinical Teaching Questionnaire para Língua Portuguesa. Revista Brasileira de Educação Médica 43:2, pages 15-24.
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Luis Carlos Domínguez, Valentín Vega, Álvaro Sanabria & Jorge Restrepo. (2019) Construcción de puentes entre la medicina y las humanidades: papel del soporte y la articulación en el aprendizaje en cirugía. Biomédica 39:1, pages 55-64.
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Nicholas M. Potisek, Laura Page, Aditee Narayan, Kenya McNeal-Trice & Michael J. Steiner. (2019) The Association Between Pediatric Faculty Factors and Resident Physician Ratings of Teaching Effectiveness. Global Pediatric Health 6, pages 2333794X1882299.
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Luis Carlos Dominguez, Álvaro Enrique Sanabria & Diego Orlando Sierra. (2018) El clima productivo en cirugía: ¿una condición para el aprendizaje en el aula invertida?. Educación Médica 19, pages 263-269.
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Minhong Wang, Bei Yuan, Paul A. Kirschner, Andre W. Kushniruk & Jun Peng. (2018) Reflective learning with complex problems in a visualization-based learning environment with expert support. Computers in Human Behavior 87, pages 406-415.
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Anthony W. Knight. (2018) How Clinical Instructor Behavior Affects Student Clinical Engagement from a Motivational Perspective. Journal of Nuclear Medicine Technology 46:2, pages 99-106.
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Margaret Bearman, Joanna Tai, Fiona Kent, Vicki Edouard, Debra Nestel & Elizabeth Molloy. (2017) What should we teach the teachers? Identifying the learning priorities of clinical supervisors. Advances in Health Sciences Education 23:1, pages 29-41.
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Nicole R. Pinelli, Jacqueline E. McLaughlin, Julia Khanova, Stephen F. Eckel, Maihan B. Vu, Morris Weinberger & Mary T. Roth. (2018) Identifying the Presence of Cognitive Apprenticeship in the Layered Learning Practice Model. American Journal of Pharmaceutical Education 82:1, pages 6155.
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L. A. Shoaib, S. H. Safii, Z. Naimie, N. A. Ahmad, P. Sukumaran & R. M. Yunus. (2016) Dental students' perceptions on the contribution and impact role of a clinical teacher. European Journal of Dental Education 22:1.
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Ahmed Al Ansari, Kathryn Strachan, Sumaya Hashim & Sameer Otoom. (2017) Analysis of psychometric properties of the modified SETQ tool in undergraduate medical education. BMC Medical Education 17:1.
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Olivia Ojano Sheehan, Grace Brannan & Godwin Dogbey. (2016) Osteopathic medical students' perception of teaching effectiveness of their primary care clinical preceptors. International Journal of Osteopathic Medicine 20, pages 68-74.
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Waldo Rocha Flores & Mathias Ekstedt. (2016) Shaping intention to resist social engineering through transformational leadership, information security culture and awareness. Computers & Security 59, pages 26-44.
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Tobias B.B. Boerboom, Renée E. Stalmeijer, Diana H.J.M. Dolmans & Debbie A.D.C. Jaarsma. (2015) How feedback can foster professional growth of teachers in the clinical workplace: A review of the literature. Studies in Educational Evaluation 46, pages 47-52.
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Cornelia R. M. G. Fluit, Remco Feskens, Sanneke Bolhuis, Richard Grol, Michel Wensing & Roland Laan. (2014) Understanding resident ratings of teaching in the workplace: a multi-centre study. Advances in Health Sciences Education 20:3, pages 691-707.
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Makoto Kikukawa, Renee E Stalmeijer, Sei Emura, Sue Roff & Albert JJA Scherpbier. (2014) An instrument for evaluating clinical teaching in Japan: content validity and cultural sensitivity. BMC Medical Education 14:1.
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Marcia S. Hagen & Shari L. Peterson. (2014) Coaching Scales. Advances in Developing Human Resources 16:2, pages 222-241.
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Renée E. Stalmeijer, Diana H.J.M. Dolmans, Ineke H. A. P. Wolfhagen, Arno M. M. Muijtjens & Albert J. J. A. Scherpbier. (2010) The Maastricht Clinical Teaching Questionnaire (MCTQ) as a Valid and Reliable Instrument for the Evaluation of Clinical Teachers. Academic Medicine 85:11, pages 1732-1738.
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