December In This Issue.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1425, doi. 10.1111/medu.15568
- Publication type:
- Article
Works matching IS 03080110 AND DT 2024 AND VI 58 AND IP 12
Results: 17
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Whose voices are heard in health professions education validity arguments?
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1429, doi. 10.1111/medu.15528
- By:
- Publication type:
- Article
3
Equity, diversity, and inclusion in entrustable professional activities based assessment.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1426, doi. 10.1111/medu.15526
- By:
- Publication type:
- Article
4
The pitfalls and perils of anonymous learner feedback.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1436, doi. 10.1111/medu.15487
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- Publication type:
- Article
5
Epistemic injustice: The hidden vulnerability of medicine.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1433, doi. 10.1111/medu.15478
- By:
- Publication type:
- Article
6
Laying train tracks en route: How institutional education leaders navigate complexity during mandated curriculum change.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1528, doi. 10.1111/medu.15464
- By:
- Publication type:
- Article
7
The tip of the iceberg: Generalism in undergraduate medical education, a systems thinking analysis.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1536, doi. 10.1111/medu.15463
- By:
- Publication type:
- Article
8
Clinical sensemaking: Advancing a conceptual learning model of clinical reasoning.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1515, doi. 10.1111/medu.15461
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- Publication type:
- Article
9
Expanding Kane's argument‐based validity framework: What can validation practices in language assessment offer health professions education?
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1462, doi. 10.1111/medu.15452
- By:
- Publication type:
- Article
10
When I say ... non‐technical skills.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1439, doi. 10.1111/medu.15451
- By:
- Publication type:
- Article
11
Addressing digital inequities in the age of large language models (LLMs).
- Published in:
- 2024
- By:
- Publication type:
- Letter to the Editor
12
Medical students', residents', and nurses's feedback to clinical educators in Taiwan: A qualitative study.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1478, doi. 10.1111/medu.15429
- By:
- Publication type:
- Article
13
Competing discourses, contested roles: Electronic health records in medical education.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1490, doi. 10.1111/medu.15428
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- Publication type:
- Article
14
Navigating the paradox: Exploring resident experiences of vulnerability.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1469, doi. 10.1111/medu.15426
- By:
- Publication type:
- Article
15
The need for critical and intersectional approaches to equity efforts in postgraduate medical education: A critical narrative review.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1442, doi. 10.1111/medu.15425
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- Publication type:
- Article
16
Repairing disrupted care processes as sources of stability, learning and change in a Finnish hospital: An activity‐theoretical study.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1502, doi. 10.1111/medu.15407
- By:
- Publication type:
- Article
17
Issue Information.
- Published in:
- Medical Education, 2024, v. 58, n. 12, p. 1, doi. 10.1111/medu.15137
- Publication type:
- Article