Works matching IS 17434971 AND DT 2024 AND VI 21 AND IP 2
Results: 24
Valuable groundwork: Using your Master's research project to contribute to a scholarly conversation.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13746
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Experience informed procedural skills training.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13719
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From healthcare professional to degree apprentice.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13714
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Development of an innovative curriculum for paediatricians on peanut allergy prevention: How do we address current guidelines?
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13689
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Preparedness for the transition to medical registrar from senior house officer—What's the problem?
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13712
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An internal medicine residency preparatory curriculum for fourth‐year medical students.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13703
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Exemplar or facilitator: An exploration of the lived experience of nurse mentors supporting the adaptation of internationally educated nurses.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13702
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Communities of practice: A theoretical framework for undergraduate longitudinal placements.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13692
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Understanding the relevance of surgical specialties in undergraduate medical education: Insights of graduates.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13690
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Residency spiral concussion curriculum design.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13707
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Experiences of junior doctors who shielded during the COVID‐19 pandemic.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13685
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Reflective practice in medicine: The hidden curriculum challenge.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13682
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The use of virtual patients for breaking bad news: A rapid review.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13681
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The hidden curriculum of peer teaching in developing a professional identity: Perspectives of medical students and junior doctors.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13680
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Using simulation to teach paediatric complex care.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13678
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Exploring perspectives of personal learning plans in a residency programme.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13677
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A corporeal conundrum: Challenges posed by remote consultation for postgraduate medical education.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13672
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An exploratory study of obstetrics trainees' experiences of breaking bad news.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13671
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Educational impact of COVID‐19 on foundation doctors and the decision to take a break from structured approved training programmes in the United Kingdom.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13667
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The missing ingredient: Medical student insights to inform and enhance learner handover.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13659
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Higher degree of impostor characteristics relates to lower self‐perceived teaching ability and emotional intelligence.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13647
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Development of hidden curriculum skills in a COVID‐19 vaccination centre.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13642
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Reframing morning report: Cognitive simulation in a safe space.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13637
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Issue Information.
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- Clinical Teacher, 2024, v. 21, n. 2, p. 1, doi. 10.1111/tct.13587
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- Article