Citations (20)
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Samuel Kohlenberg & Linda Gerson. (2023) Pilot: does clinical hypnosis training impart the confidence needed to use it?. American Journal of Clinical Hypnosis 0:0, pages 1-11.
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Roland Koch, Marie-Theres Steffen & Stefanie Joos. (2022) Stakeholder Participation and Cross-Sectoral Cooperation in a Quality Circle on Community-Based Teaching: Results of a Qualitative Interview Study. Journal of Multidisciplinary Healthcare 15, pages 2767-2780.
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Nurhira Abdul Kadir & Heike Schütze. (2022) Medical educators’ perspectives on the barriers and enablers of teaching public health in the undergraduate medical schools: a systematic review. Global Health Action 15:1.
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Maia Dorsett, Ashish R. Panchal, Christopher Stephens, Andra Farcas, William Leggio, Christopher Galton, Rickquel Tripp & Tom Grawey. (2022) Prehospital Airway Management Training and Education: An NAEMSP Position Statement and Resource Document. Prehospital Emergency Care 26:sup1, pages 3-13.
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Articles from other publishers (16)
Nurhira Abdul Kadir, Heike Schütze & Kathryn Mary Weston. (2023) What influences Indonesian medical educators’ intentions to teach public health? A qualitative study. Korean Journal of Medical Education 35:4, pages 335-347.
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Elhadi Miskeen & Abdullah M. Al-Shahrani. (2023) The Primary Healthcare Physician’s Awareness and Engagement in Community-Based Medical Education: A Mixed Qualitative and Quantitative Study. Healthcare 11:19, pages 2676.
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Mahmoud Abbasi, Mandana Shirazi, Hojjat Torkmandi, Sanaz Homayoon & Mohammad Abdi. (2023) Impact of teaching, learning, and assessment of medical law on cognitive, affective and psychomotor skills of medical students: a systematic review. BMC Medical Education 23:1.
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Gopika Punchhi, Kathryn Shum & Javeed Sukhera. (2023) Anti‐oppressive pedagogy in medical education: A qualitative study of trainees and faculty. Medical Education 57:6, pages 566-573.
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Cara A. Berg-Carramusa, Matthew D. Mucha, Kimberly Somers & Nicole Piemonte. (2023) The Time Is Now: Leveraging the Affective Domain in PT Education and Clinical Practice. Journal of Physical Therapy Education 37:2, pages 102-107.
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Matilda Stella Pradnya, Mora Claramita & Ova Emilia. (2023) Facilitating Reflection Using Experiential Learning Cycle During Community-Based Education Program. European Journal of Educational Research volume-12-2023:volume-12-issue-2-april-2023, pages 695-704.
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Teresa DeLellis, Jaime L. Maerten-Rivera, Yichen Zhao, Marwa Noureldin, Aleda M.H. Chen & Sharon K. Park. (2023) Examining Validity for the Pharmacy Affective Domain Situational Judgment Test. American Journal of Pharmaceutical Education 87:3, pages ajpe8932.
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Matuli Das, Narendra Kumar Das, Ipsa Mohapatra & Saswati Sen. (2023) Effectiveness of demonstration, observation, assistance, and performance sessions in imparting visual assessment skills to phase 3 medical students. International Journal of Academic Medicine 9:4, pages 192-200.
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Read A. Albar, Ayman M. A. Mohamed, Mohieddin A. B. Albarazi, Sean McAleer & Hassan S. Shaibah. (2022) Interplay between personality traits and learning strategies: the missing link. Advances in Physiology Education 46:4, pages 637-646.
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Marie‐Claire O'Shea, Claire Palermo, Gary D. Rogers & Lauren T. Williams. (2022) Development of affective learning in dietetics graduates: A qualitative longitudinal study. Journal of Human Nutrition and Dietetics 35:5, pages 872-882.
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Deborah Bartz, Andrea Pelletier, Erik K. Alexander, Nora Y. Osman & Natasha R. Johnson. (2022) Service learning and the medical student affective domain. The Clinical Teacher 19:3, pages 247-250.
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Anjana VermaAshish PatyalJitendra Kumar MeenaMedha MathurNavgeet Mathur. (2021) Interactive teaching in medical education: Experiences and barriers. Adesh University Journal of Medical Sciences & Research 3, pages 69-73.
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Lauren A. Maggio, Kelsey Larsen, Aliki Thomas, Joseph A. Costello & Anthony R. ArtinoJr.Jr.. (2020) Scoping reviews in medical education: A scoping review. Medical Education 55:6, pages 689-700.
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Li Zhao, Wei He & Yu-Sheng Su. (2021) Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education. Frontiers in Psychology 12.
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Ryuichi Ohta, Yoshinori Ryu & Chiaki Sano. (2021) The Uncertainty of COVID-19 Inducing Social Fear and Pressure on the Continuity of Rural, Community-Based Medical Education: A Thematic Analysis. Healthcare 9:2, pages 223.
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Ryuichi Ohta, Yoshinori Ryu & Chiaki Sano. (2021) The Contribution of Citizens to Community-Based Medical Education in Japan: A Systematic Review. International Journal of Environmental Research and Public Health 18:4, pages 1575.
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