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Svetlana M. King, Shafeena Anas, Ricardo Carnicer Hijazo, Johanna Jordaan, Jean D. F. Potter & Naomi Low-Beer. (2024) Twelve tips for designing and implementing an academic coaching program. Medical Teacher 0:0, pages 1-7.
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Karen E. Hauer, Anna Chang, Sandrijn M. van Schaik, Catherine Lucey, Tami Cowell & Arianne Teherani. (2023) “It’s All About the Trust And Building A Foundation:” Evaluation of a Longitudinal Medical Student Coaching Program. Teaching and Learning in Medicine 35:5, pages 550-564.
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Liesbeth Baartman, Hanneke Baukema & Frans Prins. (2023) Exploring students’ feedback seeking behavior in the context of programmatic assessment. Assessment & Evaluation in Higher Education 48:5, pages 598-612.
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Naureen Rahnuma. (2023) Exploring ESL students’ experiences of academic writing in higher education- a cultural historical activity theory perspective. Education Inquiry 0:0, pages 1-23.
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Sylvia Heeneman, Lubberta H. de Jong, Luke J. Dawson, Tim J. Wilkinson, Anna Ryan, Glendon R. Tait, Neil Rice, Dario Torre, Adrian Freeman & Cees P. M. van der Vleuten. (2021) Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles. Medical Teacher 43:10, pages 1139-1148.
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Evelyn Teixeira Borges, Hectore Molino Luchesi, Emerson André Negrão Do Nascimento & Waltair Maria Martins Pereira. (2024) Monitoria acadêmica na formação do profissional de medicina: uma revisão integrativa. Journal Archives of Health 5:1, pages 323-339.
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Saurabh RamBihariLal Shrivastava & Anisa Putri Maulida. (2024) Streamlining Medical Journey: Leveraging Portfolios for Mentoring Medical Students. Journal of the Scientific Society 51:1, pages 3-6.
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Lianne M. Loosveld, Erik W. Driessen, Mattias Theys, Pascal W. M. Van Gerven & Eline Vanassche. (2023) Combining Support and Assessment in Health Professions Education: Mentors’ and Mentees’ Experiences in a Programmatic Assessment Context. Perspectives on Medical Education 12:1.
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Andres F. Mena-Guacas, Jairo Alonso Urueña Rodríguez, David Mauricio Santana Trujillo, José Gómez-Galán & Eloy López-Meneses. (2023) Collaborative learning and skill development for educational growth of artificial intelligence: A systematic review. Contemporary Educational Technology 15:3, pages ep428.
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Brian Jolly. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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Liesbeth Baartman, Tamara van Schilt-Mol & Cees van der Vleuten. (2022) Programmatic assessment design choices in nine programs in higher education. Frontiers in Education 7.
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Lauren B. PhinneyAngelina FluetBridget C. O’BrienLee SeligmanKaren E. Hauer. (2022) Beyond Checking Boxes: Exploring Tensions With Use of a Workplace-Based Assessment Tool for Formative Assessment in Clerkships. Academic Medicine 97:10, pages 1511-1520.
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Alisa Kanfi, Mason W. Faykus, Juliana Tobler, Gary L. Beck Dallaghan, Eric England & Sheryl G. Jordan. (2022) The Early Bird Gets the Work: Maintaining a Longitudinal Learner Portfolio From Medical School to Physician Practice. Academic Radiology 29:4, pages 569-575.
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C Gathu. (2022) Facilitators and Barriers of Reflective Learning in Postgraduate Medical Education: A Narrative Review. Journal of Medical Education and Curricular Development 9, pages 238212052210961.
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Mina Cho & Yoon-Seon Lee. (2021) Voluntary peer-mentoring program for undergraduate medical students: exploring the experiences of mentors and mentees. Korean Journal of Medical Education 33:3, pages 175-190.
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Anna T. Ryan & Tim J. Wilkinson. (2021) Rethinking Assessment Design: Evidence‐Informed Strategies to Boost Educational Impact in the Anatomical Sciences. Anatomical Sciences Education 14:3, pages 361-367.
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Aaron M. Atlas, Emily S. Seltzer, Andrea Watters, Bernadette Riley & Thomas Chan. (2021) A Global Perspective of Mentorship in Medical Schools: Systematic Review from 2014 to 2019. Medical Science Educator 31:2, pages 969-977.
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Caitlin D. Hanlon, Emily M. Frosch, Robert B. Shochet, Simon J. Buckingham Shum, Andrew Gibson & Harry R. Goldberg. (2020) Recognizing Reflection: Computer-Assisted Analysis of First Year Medical Students’ Reflective Writing. Medical Science Educator 31:1, pages 109-116.
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Frank Bate, Sue Fyfe, Dylan Griffiths, Kylie Russell, Chris Skinner & Elina Tor. (2021) A preliminary evaluation of data-informed mentoring at an Australian medical school. The Asia Pacific Scholar 6:1, pages 60-69.
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Andrea Ribeiro da Costa, Sylvia Helena Souza da Silva Batista, Patrícia Danielle Feitosa Lopes Soares & Nildo Alves Batista. (2021) Significados de mentoria na formação em saúde no Brasil: uma revisão integrativa. Revista Brasileira de Educação Médica 45:suppl 1.
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Brian M. BakkeLeslie SheuKaren E. Hauer. (2019) Fostering a Feedback Mindset: A Qualitative Exploration of Medical Students’ Feedback Experiences With Longitudinal Coaches. Academic Medicine 95:7, pages 1057-1065.
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J. Croke, E. Milne, A. Bezjak, B.A. Millar, M. Giuliani & S. Heeneman. (2020) Mentorship Needs for Radiation Oncology Residents: Implications for Programme Design. Clinical Oncology 32:4, pages e119-e125.
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Heba A. Mohtady, Karen D. Könings, Mohamed M. Al-Eraky, Arno M. M. Muijtjens & Jeroen J. G. van Merriënboer. (2019) High enthusiasm about long lasting mentoring relationships and older mentors. BMC Medical Education 19:1.
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Sylvia Heeneman & Willem de Grave. (2019) Development and initial validation of a dual-purpose questionnaire capturing mentors’ and mentees’ perceptions and expectations of the mentoring process. BMC Medical Education 19:1.
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Stephanie N E Meeuwissen, Renée E Stalmeijer & Marjan Govaerts. (2019) Multiple‐role mentoring: mentors’ conceptualisations, enactments and role conflicts. Medical Education 53:6, pages 605-615.
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