Works matching IS 17434971 AND DT 2020 AND VI 17 AND IP 3
Results: 29
How medical education can help in a COVID‐19 crisis.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 241, doi. 10.1111/tct.13183
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COVID‐19: opportunities for professional development and disruptive innovation.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 238, doi. 10.1111/tct.13175
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Role modelling and active apprenticeship during the COVID‐19 pandemic.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 342, doi. 10.1111/tct.13174
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The case for national standards for the development, management and delivery of interprofessional education.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 231, doi. 10.1111/tct.13172
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Issue Information.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 227, doi. 10.1111/tct.13171
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Global perspectives on Covid‐19 from the editorial board.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 234, doi. 10.1111/tct.13167
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MY ABILITIES FIRST: Positive language in health care.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 272, doi. 10.1111/tct.13164
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Medical student well‐being: what can educators do?
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- Clinical Teacher, 2020, v. 17, n. 3, p. 340, doi. 10.1111/tct.13161
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Interprofessional education in Japan.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 336, doi. 10.1111/tct.13158
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Reviewer recognition 2019.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 344, doi. 10.1111/tct.13154
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Teaching about clinical uncertainty: time to talk?
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- Clinical Teacher, 2020, v. 17, n. 3, p. 338, doi. 10.1111/tct.13150
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How to ... do mixed‐methods research.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 267, doi. 10.1111/tct.13145
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Engaging with 'One Health' audiences.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 332, doi. 10.1111/tct.13107
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Creating a learner performance dashboard for programmatic assessment.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 261, doi. 10.1111/tct.13106
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Virtual Patient Journey: a novel learning resource.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 315, doi. 10.1111/tct.13101
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Design my Doctor: a student‐led intervention.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 310, doi. 10.1111/tct.13098
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Simulation for integrating new learning theory.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 326, doi. 10.1111/tct.13096
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Diversity health checks in undergraduate curricula.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 328, doi. 10.1111/tct.13095
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The 'Nifty Fifty': medical student ward work guide.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 305, doi. 10.1111/tct.13088
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Exploring threshold concepts in population health.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 292, doi. 10.1111/tct.13087
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Structuring ward rounds to enhance education.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 286, doi. 10.1111/tct.13086
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Clinical feedback and coaching – BE‐SMART.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 255, doi. 10.1111/tct.13084
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National licensing examinations: what are they good for?
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- Clinical Teacher, 2020, v. 17, n. 3, p. 323, doi. 10.1111/tct.13083
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Soliciting feedback on the wards: a peer‐to‐peer workshop.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 280, doi. 10.1111/tct.13069
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Developing socially accountable UK medical schools.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 320, doi. 10.1111/tct.13063
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Medical student imaging case files in the cloud.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 275, doi. 10.1111/tct.13059
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A framework to promote equity in clinical clerkships.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 298, doi. 10.1111/tct.13050
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Teaching primary care teamwork: a conceptual model of primary care team performance.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 249, doi. 10.1111/tct.13037
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Educating students to educate patients.
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- Clinical Teacher, 2020, v. 17, n. 3, p. 244, doi. 10.1111/tct.13036
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