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S. Anthony Sara, Anna Schwarz, Michelle I. Knopp & Eric J. Warm. (2024) Twelve tips for creating a longitudinal quality improvement and safety education for early health professions students. Medical Teacher 46:3, pages 330-336.
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Jennifer O. Spicer, Katherine C. Ujunwa, Lucy S. Witt, Jennifer Meka & Holly C. Gooding. (2023) Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study. Medical Teacher 45:12, pages 1380-1386.
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Polly R. Husmann & Theodore C. Smith. (2022) Do Students Know What They Think They Know?: Evaluating the Relationships between Online Practice Questions, Knowledge Monitoring, and Course Outcomes. College Teaching 70:4, pages 482-492.
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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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Helly Goez, Hollis Lai, Joanne Rodger, Pamela Brett-MacLean & Tracey Hillier. (2020) The DISCuSS model: Creating connections between community and curriculum – A new lens for curricular development in support of social accountability. Medical Teacher 42:9, pages 1058-1064.
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Felipe Piza, Jennifer Cohn Kesselheim, Juliette Perzhinsky, Joanna Drowos, Roni Gillis, Khen Moscovici, Theodora E. Danciu, Agnieszka Kosowska & Holly Gooding. (2019) Awareness and usage of evidence-based learning strategies among health professions students and faculty. Medical Teacher 41:12, pages 1411-1418.
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Taylor Freret, Jasmine Rana, Richard M. Schwartzstein & Holly C. Gooding. (2017) Twelve tips for implementation of “student-as-teacher” programs. Medical Teacher 39:12, pages 1221-1226.
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Shien Chue. (2017) Socially mediated metacognition for understanding science of learning in medical education. Medical Teacher 39:6, pages 670-670.
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Rachel Stork Poeppelman, Melissa Moore-Clingenpeel, Ashley Siems, Diana L. Mitchell, Priti Jani & Claire Stewart. Faculty Decision Making in Ad Hoc Entrustment of Pediatric Critical Care Fellows: A National Case-Based Survey. Teaching and Learning in Medicine 0:0, pages 1-8.
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Rachel M. Wolfe, Faye N. Hant, Rumey C. Ishizawar, Lisa G. Criscione‐Schreiber, Beth L. Jonas, Kenneth S. O'Rourke & Marcy B. Bolster. (2023) Virtual Learning and Assessment in Rheumatology Fellowship Training: Objective Structured Clinical Examination Revisited. Arthritis Care & Research 75:12, pages 2435-2441.
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Katherine Stevenson, Johan Thor, Marcel D'Eon, Linda Headrick & Boel Andersson Gäre. (2023) From Theory to Practice: The Enacted Curriculum of a Successful Master's Program in Quality Improvement and Leadership. Journal of Continuing Education in the Health Professions 43:4, pages 234-240.
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Varna Taranikanti & Cameron J. Davidson. (2023) Metacognition through an Iterative Anatomy AI Chatbot: An Innovative Playing Field for Educating the Future Generation of Medical Students. Anatomia 2:3, pages 271-281.
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Catherine Bilyeu, Michelle Reilly & Jessica Niski. (2023) Preparing Clinicians for Roles in Academic Teaching: A Model for Clinical Associated Faculty Development. Journal of Physical Therapy Education 37:3, pages 235-242.
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A.J. Privitera, S.H.S. Ng & S.H.A. Chen. (2023) Defining the Science of Learning: A scoping review. Trends in Neuroscience and Education 32, pages 100206.
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Megan E. L. Brown & Riya E. George. (2023) Supporting critically conscious integrated care: A toolbox for the health professions. The Clinical Teacher 20:4.
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Hannah K. Wilson, Kathrin A. Eliot & Kathryn M. Kolasa. (2023) Considerations for Incorporating Implementation Science into Dietetics Education. Journal of the Academy of Nutrition and Dietetics 123:3, pages 379-385.
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Mette Legaard Andersson, Patricia Duch, Ebbe Lahn Bessmann, Lars Hyldborg Lundstrøm & Kim Ekelund. (2022) Preparing for obstetric anaesthesia—An educational randomised controlled trial comparing e‐learning to written course material. Acta Anaesthesiologica Scandinavica 67:1, pages 36-43.
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Maria Beckman, Helena Lindqvist, Lina Öhman, Lars Forsberg, Tobias Lundgren & Ata Ghaderi. (2022) Correspondence between practitioners’ self-assessment and independent motivational interviewing treatment integrity ratings. Frontiers in Psychology 13.
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Susan Wlodarczyk & Gurpreet Dhaliwal. (2022) The Learning Sciences Meet the Learning Health System. JAMA Network Open 5:7, pages e2223113.
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Cynthia J Stein, Ryan I Buller, Emily J Kivlehan, David N Williams, Mary E Dubon & Jill S Moschelli. (2022) Fellows’ Perspective of Educational Changes in Medical Sports Medicine During the COVID-19 Pandemic. Cureus.
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Natalie Stokes & Kathryn Berlacher. (2022) The Science of Learning and Art of Education in Cardiology Fellowship. Methodist DeBakey Cardiovascular Journal 18:3, pages 4-13.
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Alex N. Isaacs, Taylor D. Steuber, Meredith L. Howard, Eliza A. Dy-Boarman & Sarah A. Nisly. (2022) Evaluating the Impact of Advanced Pharmacy Practice Experiences on Student Pharmacist Metacognition. American Journal of Pharmaceutical Education 86:5, pages 8676.
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Michael A. FuchsAndrea W. SchwartzJulia B. CatonHolly GoodingJeremy B. Richards. (2022) Defining Student-as-Teacher Curricula in the Absence of National Guidelines: An Innovative Model. Academic Medicine 97:6, pages 832-838.
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Kupiri Ackerman-Barger, Philippe Goldin, Jessica Draughon-Moret, Maya London & Dowin Boatright. (2022) Microaggressions, school satisfaction and depression: A national survey of nursing students. Nursing Outlook 70:3, pages 496-505.
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Diego A. Forero, Ana Adan, George Perry & Muhammad Hassan Majeed. (2022) Global perspectives and recommendations for curriculum design in academic programs in the health sciences. Educación Médica 23:2, pages 100728.
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Satid Thammasitboon & Paul L. P. Brand. (2021) The physiology of learning: strategies clinical teachers can adopt to facilitate learning. European Journal of Pediatrics 181:2, pages 429-433.
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Leonardo Aliaga & Samuel Clarke. (2022) Rethinking Radiology: An Active Learning Curriculum for Head Computed Tomography Interpretation. Western Journal of Emergency Medicine 23:1, pages 47-51.
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MdMoshiur Rahman, LuisRafael Moscote-Salazar, Tariq Janjua & Amit Agrawal. (2022) Clinical reasoning: How to achieve a greater clinical effectiveness in neurotrauma?. Journal of Medical Evidence 3:3, pages 301.
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Amie J. Dirks-Naylor. (2021) The impact of weekly multicourse collective exams on pharmacy student academic behaviors and learning in an integrated biological sciences course. Advances in Physiology Education 45:3, pages 575-579.
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Maria Beckman, Helena Lindqvist, Lina Öhman, Lars Forsberg, Tobias Lundgren & Ata Ghaderi. (2021) Ongoing supervision as a method to implement Motivational interviewing: Results of a randomized controlled trial. Patient Education and Counseling 104:8, pages 2037-2044.
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Jessica Schleifer, Rachel M. Haney, Hamid Shokoohi, Calvin K. Huang, Daniel Ratanski, Heidi Kimberly & Andrew S. Liteplo. (2021) Longitudinal accuracy analysis of ultrasound performed during a four‐year emergency medicine residency. AEM Education and Training 5:3.
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Hannah Claire Edelson, Sierra Patterson, Stephanie Addison-Holt, Katherine Blumoff Greenberg & Holly C. Gooding. (2021) Evaluation of One Program's Use of the Society for Adolescent Health and Medicine Resident Curriculum. Journal of Adolescent Health 68:5, pages 1006-1010.
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Kelly Macauley, Diane U. Jette, Tracy J. Brudvig, Janet Callahan & Pamela K. Levangie. (2021) Students' Perceptions of a New Doctor of Physical Therapy Curriculum Based on Constructivism and Cognitive Load Theories: A Qualitative Study. Journal of Physical Therapy Education 35:1, pages 27-37.
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Ike de la Peña, Kathryn Knecht & Paul Gavaza. (2021) Pharmacy Students’ Perception of an Elective Course on Evidence-based Learning Strategies. American Journal of Pharmaceutical Education 85:2, pages 8232.
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Hilding Hanna, Zoe Jordan, Cindy Stern & James Pearce. (2021) Experiences of learning, development, and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics, and their preceptors: a qualitative systematic review. JBI Evidence Synthesis 19:9, pages 2052-2154.
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Richard M. Schwartzstein, Jules L. Dienstag, Randall W. King, Bernard S. Chang, John G. Flanagan, Henrike C. Besche, Melanie P. Hoenig, Eli M. Miloslavsky, K. Meredith Atkins, Alberto Puig, Barbara A. Cockrill, Kathleen A. Wittels, John L. Dalrymple, Holly Gooding, David A. Hirsh, Erik K. Alexander, Sara B. Fazio & Edward M. Hundert. (2020) The Harvard Medical School Pathways Curriculum: Reimagining Developmentally Appropriate Medical Education for Contemporary Learners. Academic Medicine 95:11, pages 1687-1695.
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Diane U. Jette, Kelly Macauley & Pamela K. Levangie. (2020) A Theoretical Framework and Process for Implementing a Spiral Integrated Curriculum in a Physical Therapist Education Program. Journal of Physical Therapy Education 34:3, pages 206-214.
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Sreeja Natesan, John Bailitz, Andrew King, Sara Krzyzaniak, Sarah Kennedy, Albert Kim, Richard Byyny & Michael Gottlieb. (2020) Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors. Western Journal of Emergency Medicine 21:4.
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Maria Beckman, Lars Forsberg, Helena Lindqvist & Ata Ghaderi. (2019) Providing objective feedback in supervision in motivational interviewing: results from a randomized controlled trial. Behavioural and Cognitive Psychotherapy 48:4, pages 383-394.
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Louise B. Lawson, Caroline M. Lind, Jennifer W. Gibson & Kerstin Höner zu Bentrup. (2020) Do Voluntary Lab-Based Active Learning Sessions Impact Medical Student Knowledge Retention?. Medical Science Educator 30:2, pages 823-831.
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Brenda Mori, Jaimie Coleman, Katey Knott, Kaela Newman & Anne O’Connor. (2020) Designing, Implementing, and Evaluating a Practice Tutor Internship Model during an Acute Care Clinical Internship. Physiotherapy Canada 72:2, pages 177-191.
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Takondwa C. Bakuwa, Sonti Pilusa & Gillian Saloojee. (2020) The value of a short practical training course for newly qualified therapists working with children with cerebral palsy in South Africa. African Journal of Disability 9.
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Joseph A. Rathner & Mark A. Schier. (2020) The impact of flipped classroom andragogy on student assessment performance and perception of learning experience in two advanced physiology subjects. Advances in Physiology Education 44:1, pages 80-92.
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Jorge A. GirottiJulie A. ChanatryDaniel M. ClinchotStephanie C. McClureAubrie Swan SeinIan W. WalkerCynthia A. Searcy. (2020) Investigating Group Differences in Examinees’ Preparation for and Performance on the New MCAT Exam. Academic Medicine 95:3, pages 365-374.
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Jennifer Gamble, Mary Sidebotham, Andrea Gilkison, Deborah Davis & Linda Sweet. (2020) Acknowledging the primacy of continuity of care experiences in midwifery education. Women and Birth 33:2, pages 111-118.
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Craig Macneil, Frances Foster, Amanda Nicoll, Richard Monfries, Lucas Coulson, Helen Osman, Michelle Grainger & Sue Cotton. (2019) Effectiveness of a professional development training program in increasing knowledge of mental health clinicians specializing in early psychosis. Early Intervention in Psychiatry 13:4, pages 1003-1010.
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Weichao Chen, Melanie A. McCollum, Elizabeth B. Bradley, Barnett R. Nathan, Donna T. Chen & Mary Kate Worden. (2018) Using Instrument-Guided Team Reflection and Debriefing to Cultivate Teamwork Knowledge, Skills, and Attitudes in Pre-Clerkship Learning Teams. Medical Science Educator 29:1, pages 45-50.
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Pamela Donlan. (2019) Use of the Online Discussion Board in Health Professions Education: Contributions, Challenges, and Considerations. Journal of Continuing Education in the Health Professions 39:2, pages 124-129.
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Matthew E. Peters, Khaled Moussawi & Vani Rao. (2017) Teaching Clinical Reasoning with an Example Mnemonic for the Neuropsychiatric Syndromes of Traumatic Brain Injury. Academic Psychiatry 42:5, pages 686-689.
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Bonny L. Dickinson, Wendy Lackey, Maria Sheakley, Lisa Miller, Susan Jevert & Brandy Shattuck. (2018) Involving a real patient in the design and implementation of case-based learning to engage learners. Advances in Physiology Education 42:1, pages 118-122.
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Elizabeth R. Lemoine, Janelle S. Nassim, Jasmine Rana & Susan Burgin. (2018) Teaching & Learning Tips 4: Motivation and emotion in learning. International Journal of Dermatology 57:2, pages 233-236.
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Michelle Flood, John C. Hayden, Bernadette Bourke, Paul J. Gallagher & Sam Maher. (2017) Design and Evaluation of Video Podcasts for Providing Online Feedback on Formative Pharmaceutical Calculations Assessments. American Journal of Pharmaceutical Education 81:10, pages 6400.
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Jasmine Rana & Susan Burgin. (2017) Teaching & Learning Tips 1: Teaching perspectives – an introduction. International Journal of Dermatology 56:11, pages 1177-1179.
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