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Megan EL Brown, Victoria Collin, Ravi Parekh & Sonia Kumar. (2023) A contextual definition of longitudinal integrated clerkships within the UK and Ireland: A bi-national modified Delphi study. Education for Primary Care 34:3, pages 138-151.
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Susan van Schalkwyk, Ian Couper, Julia Blitz, Athol Kent & Marietjie de Villiers. (2020) Twelve tips for distributed health professions training. Medical Teacher 42:1, pages 30-35.
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Stefanus Snyman & Maryke Geldenhuys. (2019) Exposing an interprofessional class of first years to an underserved community contributed to students’ contextualisation of the determinants of health. Journal of Interprofessional Care 33:3, pages 280-290.
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Hudson Birden, Jane Barker & Ian Wilson. (2016) Effectiveness of a rural longitudinal integrated clerkship in preparing medical students for internship. Medical Teacher 38:9, pages 946-956.
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Articles from other publishers (19)
Alistair W. R. Taylor, Elizabeth S. Anderson & Simon Gay. (2023) ‘It's a gamble’: A phenomenological exploration of medical students' learning experiences as newcomers to clinical communities of practice. The Clinical Teacher.
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Liza Kirtchuk & Sharon Markless. (2023) Communities of practice: A theoretical framework for undergraduate longitudinal placements. The Clinical Teacher.
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Jana Müller, Cameron Reardon, Francois Coetzee, Juanita Bester, Kopano Dube, Susan Hanekom, Elmarize du Plessis & Ian Couper. (2022) Transformative learning through participation: experiences at a rural clinical training site in South Africa. BMC Medical Education 22:1.
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Megan E. L. Brown, Paul Whybrow, Gavin Kirwan & Gabrielle M. Finn. (2021) Professional identity formation within longitudinal integrated clerkships: A scoping review. Medical Education 55:8, pages 912-924.
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Joanna BatesPaul Grand’MaisonSandra R. BannerChris Y. LovatoKevin W. Eva. (2020) Exploring the Contributions of Combined Model Regional Medical Education Campuses to the Physician Workforce. Academic Medicine 96:3, pages 409-415.
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Julie Massé, Sophie Dupéré, Élisabeth Martin & Martine C. Lévesque. (2020) Transformative medical education: must community-based traineeship experiences be part of the curriculum? A qualitative study. International Journal for Equity in Health 19:1.
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Benjamin Vipler, Jennifer McCall-Hosenfeld & Paul Haidet. (2020) Remediation Through Transformation: Applying Educational Theory to the Struggling Resident. Journal of General Internal Medicine 35:12, pages 3656-3663.
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Phillip A. Romanski, Deborah Bartz, Andrea Pelletier & Natasha R. Johnson. (2020) The “Invisible Student”: Neglect as a Form of Medical Student Mistreatment, a Call to Action. Journal of Surgical Education 77:6, pages 1327-1330.
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Mikio Hayashi, Daisuke Son, Keiko Nanishi & Masato Eto. (2020) Long-term contribution of international electives for medical students to professional identity formation: a qualitative study. BMJ Open 10:8, pages e039944.
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Bridget C. O’Brien & Alexis Battista. (2019) Situated learning theory in health professions education research: a scoping review. Advances in Health Sciences Education 25:2, pages 483-509.
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Amy Clithero-Eridon, Danielle Albright & Andrew Ross. (2020) Conceptualising social accountability as an attribute of medical education. African Journal of Primary Health Care & Family Medicine 12:1.
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Maggie Bartlett, Ian Couper, Ann Poncelet & Paul Worley. (2020) The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship. Perspectives on Medical Education 9:1, pages 5-19.
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Julia Blitz, Marietjie de Villiers & Susan van Schalkwyk. (2019) Designing faculty development: lessons learnt from a qualitative interpretivist study exploring students’ expectations and experiences of clinical teaching. BMC Medical Education 19:1.
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Susan C Van Schalkwyk, Janet Hafler, Timothy F Brewer, Moira A Maley, Carmi Margolis, Lakshini McNamee, Ilse Meyer, Michael J Peluso, Ana MS Schmutz, Judy M Spak & David Davies. (2019) Transformative learning as pedagogy for the health professions: a scoping review. Medical Education 53:6, pages 547-558.
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Marietjie De Villiers, Hoffie Conradie & Susan Van Schalkwyk. (2018) Teaching Medical Students in a New Rural Longitudinal Clerkship: Opportunities and Constraints. Annals of Global Health 84:1, pages 58.
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Pragashnie Govender, Verusia Chetty, Deshini Naidoo & Ntsikelelo Pefile. (2018) Integrated Decentralized Training for Health Professions Education at the University of KwaZulu-Natal, South Africa: Protocol for the I-DecT Project. JMIR Research Protocols 7:1, pages e19.
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Marietjie de Villiers, Susan van Schalkwyk, Julia Blitz, Ian Couper, Kalavani Moodley, Zohray Talib & Taryn Young. (2017) Decentralised training for medical students: a scoping review. BMC Medical Education 17:1.
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Zohray TalibSusan van SchalkwykIan CouperSwaha PattanaikKhadija TurayAtiene S. SagayRhona BainganaSarah BairdBernhard GaedeJehu IputoMinnie KiboreRachel ManongiAntony MatsikaMpho MogodiJeremais RamucesseHeather RossMoses SimuyebaDamen Haile-Mariam. (2017) Medical Education in Decentralized Settings: How Medical Students Contribute to Health Care in 10 Sub-Saharan African Countries. Academic Medicine 92:12, pages 1723-1732.
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Stefanus Snyman, Maria van Zyl, Jana Müller & Maryke Geldenhuys. 2016. Leading Research and Evaluation in Interprofessional Education and Collaborative Practice. Leading Research and Evaluation in Interprofessional Education and Collaborative Practice
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