245 related articles for article (PubMed ID: 30782734)
1. 'I did not check if the teacher gave feedback': a qualitative analysis of Taiwanese postgraduate year 1 trainees' talk around e-portfolio feedback-seeking behaviours.
Fu RH; Cho YH; Quattri F; Monrouxe LV
BMJ Open; 2019 Feb; 9(1):e024425. PubMed ID: 30782734
[TBL] [Abstract][Full Text] [Related]
2. Portfolio learning for foundation doctors: early feedback on its use in the clinical workplace.
Hrisos S; Illing JC; Burford BC
Med Educ; 2008 Feb; 42(2):214-23. PubMed ID: 18230095
[TBL] [Abstract][Full Text] [Related]
3. Perceptions toward a pilot project on blended learning in Malaysian family medicine postgraduate training: a qualitative study.
Salim H; Lee PY; Ghazali SS; Ching SM; Ali H; Shamsuddin NH; Mawardi M; Kassim PSJ; Dzulkarnain DHA
BMC Med Educ; 2018 Aug; 18(1):206. PubMed ID: 30157829
[TBL] [Abstract][Full Text] [Related]
4. Is there an association between nurse, clinical teacher and peer feedback for trainee doctors' medical specialty choice? An observational study in Taiwan.
Hsu CM; Hsiao CT; Chang LC; Chang HY
BMJ Open; 2018 Apr; 8(4):e020769. PubMed ID: 29654041
[TBL] [Abstract][Full Text] [Related]
5. Examining the implementation of teaching and learning interactions of transition cultural competence through a qualitative study of Taiwan mentors untaking the postgraduate nursing program.
Chang LC; Chiu CW; Hsu CM; Liao LL; Lin HL
Nurse Educ Today; 2019 Aug; 79():74-79. PubMed ID: 31108382
[TBL] [Abstract][Full Text] [Related]
6. The learner's perspective in GP teaching practices with multi-level learners: a qualitative study.
Thomson JS; Anderson K; Haesler E; Barnard A; Glasgow N
BMC Med Educ; 2014 Mar; 14():55. PubMed ID: 24645670
[TBL] [Abstract][Full Text] [Related]
7. Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK.
Gordon L; Jindal-Snape D; Morrison J; Muldoon J; Needham G; Siebert S; Rees C
BMJ Open; 2017 Dec; 7(11):e018583. PubMed ID: 29196486
[TBL] [Abstract][Full Text] [Related]
8. Clinical teachers' motivations for feedback provision in busy emergency departments: a multicentre qualitative study.
Chaou CH; Yu SR; Ngerng RYL; Monrouxe LV; Chang LC; Chang YC
Emerg Med J; 2021 Aug; 38(8):624-629. PubMed ID: 32847846
[TBL] [Abstract][Full Text] [Related]
9. Nurses' perceptions of e-portfolio use for on-the-job training in Taiwan.
Tsai PR; Lee TT; Lin HR; Lee-Hsieh J; Mills ME
Comput Inform Nurs; 2015 Jan; 33(1):21-7. PubMed ID: 25485866
[TBL] [Abstract][Full Text] [Related]
10. Beliefs and values about intra-operative teaching and learning: a case study of surgical teachers and trainees.
Ong CC; Dodds A; Nestel D
Adv Health Sci Educ Theory Pract; 2016 Aug; 21(3):587-607. PubMed ID: 26590983
[TBL] [Abstract][Full Text] [Related]
11. Exploring trainer and trainee emotional talk in narratives about workplace-based feedback processes.
Dennis AA; Foy MJ; Monrouxe LV; Rees CE
Adv Health Sci Educ Theory Pract; 2018 Mar; 23(1):75-93. PubMed ID: 28456856
[TBL] [Abstract][Full Text] [Related]
12. Is the learning value of workplace-based assessment being realised? A qualitative study of trainer and trainee perceptions and experiences.
Barrett A; Galvin R; Scherpbier AJ; Teunissen PW; O'Shaughnessy A; Horgan M
Postgrad Med J; 2017 Mar; 93(1097):138-142. PubMed ID: 27486250
[TBL] [Abstract][Full Text] [Related]
13. Exploring provision of Innovative Community Education Placements (ICEPs) for junior doctors in training: a qualitative study.
Griffin A; Jones MM; Khan N; Park S; Rosenthal J; Chrysikou V
BMJ Open; 2016 Feb; 6(2):e009931. PubMed ID: 26861936
[TBL] [Abstract][Full Text] [Related]
14. Implementing and evaluating an e-portfolio for postgraduate family medicine training in the Western Cape, South Africa.
De Swardt M; Jenkins LS; Von Pressentin KB; Mash R
BMC Med Educ; 2019 Jul; 19(1):251. PubMed ID: 31286945
[TBL] [Abstract][Full Text] [Related]
15. The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11.
Buckley S; Coleman J; Davison I; Khan KS; Zamora J; Malick S; Morley D; Pollard D; Ashcroft T; Popovic C; Sayers J
Med Teach; 2009 Apr; 31(4):282-98. PubMed ID: 19404891
[TBL] [Abstract][Full Text] [Related]
16. An analysis of clinical teacher behaviour in a nursing practicum in Taiwan.
Hsu LL
J Clin Nurs; 2006 May; 15(5):619-28. PubMed ID: 16629971
[TBL] [Abstract][Full Text] [Related]
17. Learning culture and feedback: an international study of medical athletes and musicians.
Watling C; Driessen E; van der Vleuten CP; Lingard L
Med Educ; 2014 Jul; 48(7):713-23. PubMed ID: 24909533
[TBL] [Abstract][Full Text] [Related]
18. Learning Clinical Reasoning: The Experience of Postgraduate Psychiatry Trainee Doctors in Qatar.
Albahari D
Teach Learn Med; 2024; 36(3):323-336. PubMed ID: 37154482
[No Abstract] [Full Text] [Related]
19. Perceived causes of differential attainment in UK postgraduate medical training: a national qualitative study.
Woolf K; Rich A; Viney R; Needleman S; Griffin A
BMJ Open; 2016 Nov; 6(11):e013429. PubMed ID: 27888178
[TBL] [Abstract][Full Text] [Related]
20. The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12.
Tochel C; Haig A; Hesketh A; Cadzow A; Beggs K; Colthart I; Peacock H
Med Teach; 2009 Apr; 31(4):299-318. PubMed ID: 19404890
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]