Works matching IS 17434971 AND DT 2020 AND VI 17 AND IP 5
Results: 36
Announcement of Vacancy Editor ‐ The Clinical Teacher.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 586, doi. 10.1111/tct.13291
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- Article
Tele‐ICU: A key to residents' role in the intensive care unit during COVID‐19 pandemic.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 551, doi. 10.1111/tct.13254
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Issue Information.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 457, doi. 10.1111/tct.13253
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- Article
From Nightingale to now: time to rethink clinical education in nursing.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 461, doi. 10.1111/tct.13252
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LGBT + health education: a student perspective.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 585, doi. 10.1111/tct.13249
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Double jeopardy: black and female in medicine.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 566, doi. 10.1111/tct.13247
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Making the most of spaced education.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 581, doi. 10.1111/tct.13240
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International solidarity: medical school collaborations during the COVID‐19 pandemic.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 547, doi. 10.1111/tct.13239
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Otolaryngology residency strategies during the COVID‐19 pandemic.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 544, doi. 10.1111/tct.13236
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Medical students as agents of lifestyle medicine.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 579, doi. 10.1111/tct.13235
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Teaching clinical reasoning: a new playbook.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 541, doi. 10.1111/tct.13231
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Transition to online teaching with self‐compassion.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 538, doi. 10.1111/tct.13230
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Contemporary practice of standardised bedside teaching rounds.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 483, doi. 10.1111/tct.13228
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Medical students working as health care assistants: a letter response in the COVID‐19 pandemic.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 583, doi. 10.1111/tct.13219
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The student workforce: untapped possibilities.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 549, doi. 10.1111/tct.13217
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Can high school students save Teddy Bear Hospital?
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- Clinical Teacher, 2020, v. 17, n. 5, p. 577, doi. 10.1111/tct.13206
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How to ... do longitudinal qualitative research.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 489, doi. 10.1111/tct.13203
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Disrupting clinical education: WhatsApp‐ened to patient handover?
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- Clinical Teacher, 2020, v. 17, n. 5, p. 493, doi. 10.1111/tct.13186
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Medical students need to learn to break good news.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 575, doi. 10.1111/tct.13179
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Breaking good news: a medical student perspective.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 573, doi. 10.1111/tct.13178
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Case‐based learning: A student experience.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 571, doi. 10.1111/tct.13173
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Medical students working as health care assistants: medical students' perspectives.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 569, doi. 10.1111/tct.13162
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From clinical educators to educational scholars and leaders: strategies for developing and advancing a career in health professions education.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 477, doi. 10.1111/tct.13144
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Peer teacher training (PTT) in action.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 531, doi. 10.1111/tct.13142
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Teddy Bear Hospital: how to take on more teddies.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 563, doi. 10.1111/tct.13141
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Paper‐based signatures for attendance verification.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 560, doi. 10.1111/tct.13139
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Learner perceptions of family‐centred rounds.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 526, doi. 10.1111/tct.13135
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Peer observation to develop resident teaching.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 521, doi. 10.1111/tct.13134
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Why and how to prepare, write and submit clinical cases.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 471, doi. 10.1111/tct.13129
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Medical education, simulation and uncertainty.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 497, doi. 10.1111/tct.13119
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The Academy for Emerging Leaders in Patient Safety: developing a community of practice.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 508, doi. 10.1111/tct.13127
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Enhancing teaching and learning in the ICU.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 464, doi. 10.1111/tct.13126
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Globalisation and language in medical education.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 556, doi. 10.1111/tct.13125
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Do 'virtual postcards' enhance blended learning?
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- Clinical Teacher, 2020, v. 17, n. 5, p. 503, doi. 10.1111/tct.13124
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Postgraduate Diploma in Emergency Medicine in India.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 515, doi. 10.1111/tct.13128
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Addressing the Chinese food stereotype in health care.
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- Clinical Teacher, 2020, v. 17, n. 5, p. 553, doi. 10.1111/tct.13118
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