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Education for Primary Care Volume 26, 2015 - Issue 2
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Articles

Beliefs, identities and educational practice: a Q methodology study of general practice supervisors

Valérie DoryAssistant Professor, Assessment and Evaluation, Centre for Medical Education, Faculty of Medicine, McGill University, CanadaCorrespondence[email protected]
, MD PhD (Professor) ,
Marie-Claude AudétatAssistant Professor, Faculty of Medicine, Université de Montréal, Canada
, PhD (Professor) &
Charlotte ReesProfessor of Education Research and Director of the Centre for Medical Education, University of Dundee, UK
, PhD (Professor)
Pages 66-78 | Accepted 01 Nov 2014, Published online: 07 Oct 2015

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Marleen W. Ottenhoff-de Jonge, Yvonne Steinert, Iris van der Hoeven, Anneke W. M. Kramer & Roeland M. van der Rijst. (2022) How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators. Medical Teacher 44:12, pages 1354-1361.
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Articles from other publishers (4)

William Dace, Eve Purdy & Victoria Brazil. (2022) Wearing hats and blending boundaries: harmonising professional identities for clinician simulation educators. Advances in Simulation 7:1.
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Peter CantillonTim DornanWillem De Grave. (2019) Becoming a Clinical Teacher: Identity Formation in Context. Academic Medicine 94:10, pages 1610-1618.
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Alice Stephan & Gary Cheung. (2016) Clinical teaching and supervision in postgraduate psychiatry training: the trainee perspective. Australasian Psychiatry 25:2, pages 191-197.
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Sarah Dotters-Katz, Charles W Hargett, Aimee K Zaas & Lisa G Criscione-Schreiber. (2016) What motivates residents to teach? The Attitudes in Clinical Teaching study . Medical Education 50:7, pages 768-777.
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