210 related articles for article (PubMed ID: 37828469)
1. Psychological safety and accountability in longitudinal integrated clerkships: a dual institution qualitative study.
Latessa RA; Galvin SL; Swendiman RA; Onyango J; Ostrach B; Edmondson AC; Davis SA; Hirsh DA
BMC Med Educ; 2023 Oct; 23(1):760. PubMed ID: 37828469
[TBL] [Abstract][Full Text] [Related]
2. Graduates' Perceptions of Learning Affordances in Longitudinal Integrated Clerkships: A Dual-Institution, Mixed-Methods Study.
Latessa RA; Swendiman RA; Parlier AB; Galvin SL; Hirsh DA
Acad Med; 2017 Sep; 92(9):1313-1319. PubMed ID: 28248695
[TBL] [Abstract][Full Text] [Related]
3. Medical students and clinical placements - a qualitative study of the continuum of professional identity formation.
O'Doherty D; Culhane A; O'Doherty J; Harney S; Glynn L; McKeague H; Kelly D
Educ Prim Care; 2021 Jul; 32(4):202-210. PubMed ID: 33583348
[No Abstract] [Full Text] [Related]
4. Learners, performers, caregivers, and team players: Descriptions of the ideal medical student in longitudinal integrated and block clerkships.
O'Brien BC; Hirsh D; Krupat E; Batt J; Hansen LA; Poncelet AN; Ogur B; Hauer KE
Med Teach; 2016; 38(3):297-305. PubMed ID: 25894329
[TBL] [Abstract][Full Text] [Related]
5. How Do Clinical Electives during the Clerkship Year Influence Career Exploration? A Qualitative Study.
Sheu L; Goglin S; Collins S; Cornett P; Clemons S; O'Sullivan PS
Teach Learn Med; 2022; 34(2):187-197. PubMed ID: 33792448
[No Abstract] [Full Text] [Related]
6. Becoming a doctor: using social constructivism and situated learning to understand the clinical clerkship experiences of undergraduate medical students.
Cho H; Jeong H; Yu J; Lee J; Jung HJ
BMC Med Educ; 2024 Mar; 24(1):236. PubMed ID: 38443907
[TBL] [Abstract][Full Text] [Related]
7. Patient perceptions of students in a longitudinal integrated clerkship in Taiwan: a qualitative study.
Chang YW; Hirsh DA; Fang WH; Li H; Tzeng WC; Kao S
BMC Med Educ; 2021 Mar; 21(1):153. PubMed ID: 33691688
[TBL] [Abstract][Full Text] [Related]
8. Adaptation of Medical Students During Clinical Training: Effects of Holistic Preclinical Education on Clerkship Performance.
Yen-Ju Lin B; Liu PC; Ku KT; Lee CC
Teach Learn Med; 2019; 31(1):65-75. PubMed ID: 30526084
[TBL] [Abstract][Full Text] [Related]
9. Mechanisms of Near-Peer Learning in a Longitudinal Clerkship: A Grounded Theory Study.
Smith LE; McBride ME; Henschen B; Bierman J; Uchida T; Eppich W
Acad Med; 2024 Jul; 99(7):771-777. PubMed ID: 38527027
[TBL] [Abstract][Full Text] [Related]
10. From Passive Gatekeeper to Quarterback: Evolving Perceptions of Primary Care Among Medical Students in Longitudinal Outpatient Clerkships.
Henschen BL; Shaunfield S; Golden BP; Gard LA; Bierman J; Evans DB; Wayne DB; Ryan ER; Yang M; Cameron KA
J Gen Intern Med; 2022 Feb; 37(3):608-614. PubMed ID: 34100228
[TBL] [Abstract][Full Text] [Related]
11. A qualitative assessment of medical students' readiness for virtual clerkships at a Qatari university during the COVID-19 pandemic.
Bawadi H; Al-Moslih A; Shami R; Du X; El-Awaisi A; Rahim HA; Al-Jayyousi GF
BMC Med Educ; 2023 Mar; 23(1):186. PubMed ID: 36973738
[TBL] [Abstract][Full Text] [Related]
12. Smoothing out transitions: how pedagogy influences medical students' achievement of self-regulated learning goals.
White CB
Adv Health Sci Educ Theory Pract; 2007 Aug; 12(3):279-97. PubMed ID: 16767503
[TBL] [Abstract][Full Text] [Related]
13. Alliance, Trust, and Loss: Experiences of Patients Cared for by Students in a Longitudinal Integrated Clerkship.
Flick RJ; Felder-Heim C; Gong J; Corral J; Kalata K; Marin A; Adams JE
Acad Med; 2019 Nov; 94(11):1806-1813. PubMed ID: 31169536
[TBL] [Abstract][Full Text] [Related]
14. The third-year medical student "grapevine": managing transitions between third-year clerkships using peer-to-peer handoffs.
Masters DE; O'Brien BC; Chou CL
Acad Med; 2013 Oct; 88(10):1534-8. PubMed ID: 23969370
[TBL] [Abstract][Full Text] [Related]
15. More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships.
Hauer KE; O'Brien BC; Hansen LA; Hirsh D; Ma IH; Ogur B; Poncelet AN; Alexander EK; Teherani A
Acad Med; 2012 Oct; 87(10):1389-96. PubMed ID: 22914512
[TBL] [Abstract][Full Text] [Related]
16. The role of role: learning in longitudinal integrated and traditional block clerkships.
Hauer KE; Hirsh D; Ma I; Hansen L; Ogur B; Poncelet AN; Alexander EK; O'Brien BC
Med Educ; 2012 Jul; 46(7):698-710. PubMed ID: 22691149
[TBL] [Abstract][Full Text] [Related]
17. Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol.
MacKinnon K; Marcellus L; Rivers J; Gordon C; Ryan M; Butcher D
JBI Database System Rev Implement Rep; 2015 Jan; 13(1):14-26. PubMed ID: 26447004
[TBL] [Abstract][Full Text] [Related]
18. Workplace learning through peer groups in medical school clerkships.
Chou CL; Teherani A; Masters DE; Vener M; Wamsley M; Poncelet A
Med Educ Online; 2014; 19():25809. PubMed ID: 25427851
[TBL] [Abstract][Full Text] [Related]
19. Student perceptions of assessment and feedback in longitudinal integrated clerkships.
Bates J; Konkin J; Suddards C; Dobson S; Pratt D
Med Educ; 2013 Apr; 47(4):362-74. PubMed ID: 23488756
[TBL] [Abstract][Full Text] [Related]
20. From Grading to Assessment for Learning: A Qualitative Study of Student Perceptions Surrounding Elimination of Core Clerkship Grades and Enhanced Formative Feedback.
Seligman L; Abdullahi A; Teherani A; Hauer KE
Teach Learn Med; 2021; 33(3):314-325. PubMed ID: 33228392
[No Abstract] [Full Text] [Related]
[Next] [New Search]