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Education for Primary Care Volume 30, 2019 - Issue 4
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Three Papers

Who we are: exploring identity formation in primary care contexts

Jennifer L. JohnstonCentre for Medical Education, Queen’s University Belfast, Belfast, UKCorrespondence[email protected]
&
Helen ReidCentre for Medical Education, Queen’s University Belfast, Belfast, UK
Pages 246-247 | Received 20 May 2019, Accepted 20 May 2019, Published online: 11 Jun 2019

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Joanna Peart, Nele R. Michels, Karena Hanley, Cian Dolan, Julie Luyckx, Valerie Tanghe, Emma Peeters, Milda Burneikaite, Sonata Varvuolyte, Vesna Homar, Lucija Galič, Kamala Klobučar Kragelj, Geoff McCoombe & Nynke Scherpbier. (2023) What influences on their professional development do general practice trainees report from their hospital placements? A qualitative study. European Journal of General Practice 29:1.
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Alexander A. Logan, Mayuree Rao & Ginger Evans. (2022) Twelve tips for teaching and supervising post-graduate trainees in clinic. Medical Teacher 44:7, pages 720-724.
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Jennifer L. Johnston & Nigel Hart. (2021) Primary care education in the time of COVID: embodiment, identity and loss. Education for Primary Care 32:1, pages 6-9.
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Articles from other publishers (1)

Dawn Jackson & Ian Davison. (2020) Tensions in postgraduate training: Meaningful engagement or ‘tick‐box’ supervision?. Medical Education 54:11, pages 970-972.
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