| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A call for action: integrating climate change into the medical school curriculum
|
Finkel, Madelon L.
|
|
2019
|
|
5 |
p. 265-266
|
artikel
|
| 2 |
Acquiring evidence-based medicine and research skills in the undergraduate medical curriculum: three different didactical formats compared
|
Zee, M.
|
|
2014
|
|
5 |
p. 357-370
|
artikel
|
| 3 |
A journal club for peer mentorship: helping to navigate the transition to independent practice
|
MacMillan, Thomas E.
|
|
2016
|
|
5 |
p. 312-315
|
artikel
|
| 4 |
A multiple-trainee, multiple-level, multiple-competency (multi-TLC) simulation-based approach to training obstetrical emergencies
|
Mueller, Valerie
|
|
2019
|
|
5 |
p. 309-313
|
artikel
|
| 5 |
“As an ethnic minority, you just have to work twice as hard.” Experiences and motivation of ethnic minority students in medical education
|
Isik, Ulviye
|
|
|
|
5 |
p. 272-278
|
artikel
|
| 6 |
Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A case-control study
|
Brätz, Julian
|
|
|
|
5 |
p. 266-272
|
artikel
|
| 7 |
Attrition among New Zealand medical students completing research degrees: A 20-year analysis
|
Alamri, Yassar
|
|
2019
|
|
5 |
p. 284-288
|
artikel
|
| 8 |
Best practices for interviewing applicants for medical school admissions: a systematic review
|
Lin, John C.
|
|
|
|
5 |
p. 239-246
|
artikel
|
| 9 |
Beyond right or wrong: More effective feedback for formative multiple-choice tests
|
Ryan, Anna
|
|
|
|
5 |
p. 307-313
|
artikel
|
| 10 |
Building a doctor, one skill at a time: Rethinking clinical training through a new skills-based feedback modality
|
Kappy, Brandon
|
|
|
|
5 |
p. 304-311
|
artikel
|
| 11 |
Challenges for conducting and teaching handovers as collaborative conversations: an interview study at teaching ICUs
|
Leenstra, Nico F.
|
|
2018
|
|
5 |
p. 302-310
|
artikel
|
| 12 |
Characterizing physicians’ information needs at the point of care
|
Maggio, Lauren A.
|
|
2014
|
|
5 |
p. 332-342
|
artikel
|
| 13 |
Clear skies ahead: optimizing the learning environment for critical thinking from a qualitative analysis of interviews with expert teachers
|
Jaffe, Lynn E.
|
|
2019
|
|
5 |
p. 289-297
|
artikel
|
| 14 |
Commentary on competency-based medical education and scholarship: creating an active academic culture during residency
|
Chan, Teresa M.
|
|
2015
|
|
5 |
p. 214-217
|
artikel
|
| 15 |
Competency-based medical education and scholarship: Creating an active academic culture during residency
|
Bourgeois, James A.
|
|
2015
|
|
5 |
p. 254-258
|
artikel
|
| 16 |
Considerations for using race and ethnicity as quantitative variables in medical education research
|
Ross, Paula T.
|
|
|
|
5 |
p. 318-323
|
artikel
|
| 17 |
Continuing professional development challenges in a rural setting: A mixed-methods study
|
Campos-Zamora, Melissa
|
|
|
|
5 |
p. 273-280
|
artikel
|
| 18 |
Costs and assessment in medical education: a strategic view
|
Walsh, Kieran
|
|
2016
|
|
5 |
p. 265-267
|
artikel
|
| 19 |
Creating an educationally minded schedule: one approach to minimize the impact of duty hour standards on intern continuity clinic experience
|
DeBlasio, Dominick
|
|
2014
|
|
5 |
p. 391-398
|
artikel
|
| 20 |
Developing a leadership pipeline: the Cleveland Clinic experience
|
Hess, Caryl A.
|
|
2014
|
|
5 |
p. 383-390
|
artikel
|
| 21 |
Developing resilience throughout the continuum of medical education
|
Passi, Vimmi
|
|
2014
|
|
5 |
p. 329-331
|
artikel
|
| 22 |
Developing students’ teaching through peer observation and feedback
|
Rees, Eliot L.
|
|
2015
|
|
5 |
p. 268-271
|
artikel
|
| 23 |
Diabetes SPECIAL (Students Providing Education on Chronic Illness and Lifestyle): a novel preclinical medical student elective
|
Myers, Sarah E.
|
|
|
|
5 |
p. 312-315
|
artikel
|
| 24 |
Discussing dissection in anatomy education
|
Bergman, Esther M.
|
|
2015
|
|
5 |
p. 211-213
|
artikel
|
| 25 |
Does your discussion realize its potential?
|
Lingard, Lorelei
|
|
2017
|
|
5 |
p. 344-346
|
artikel
|
| 26 |
Don’t be reviewer 2! Reflections on writing effective peer review comments
|
Watling, Chris
|
|
|
|
5 |
p. 299-303
|
artikel
|
| 27 |
Early career experiences of international medical program graduates: An international, longitudinal, mixed-methods study
|
Brouwer, Emmaline E.
|
|
|
|
5 |
p. 258-265
|
artikel
|
| 28 |
Early identification of struggling learners: using prematriculation and early academic performance data
|
Bennion, Layne D.
|
|
2019
|
|
5 |
p. 298-304
|
artikel
|
| 29 |
Educational outcomes of Helping Babies Breathe training at a community hospital in Honduras
|
Seto, Teresa L.
|
|
2015
|
|
5 |
p. 225-232
|
artikel
|
| 30 |
End-of-life care in the Dutch medical curricula
|
Bruin, Josefien de
|
|
2018
|
|
5 |
p. 325-331
|
artikel
|
| 31 |
Evaluating clinicians’ teaching performance
|
Boerebach, Benjamin C.M.
|
|
2015
|
|
5 |
p. 264-267
|
artikel
|
| 32 |
Evaluating the reliability of gestalt quality ratings of medical education podcasts: A METRIQ study
|
Woods, Jason M.
|
|
|
|
5 |
p. 302-306
|
artikel
|
| 33 |
Examining the readiness of best evidence in medical education guides for integration into educational practice: A meta-synthesis
|
Maggio, Lauren A.
|
|
2018
|
|
5 |
p. 292-301
|
artikel
|
| 34 |
Experiencing authenticity – the core of student learning in clinical practice
|
Manninen, Katri
|
|
2016
|
|
5 |
p. 308-311
|
artikel
|
| 35 |
Factors associated with professional identity formation within psychiatry residency training: A longitudinal study
|
Chew, Qian Hui
|
|
|
|
5 |
p. 279-285
|
artikel
|
| 36 |
Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures
|
Harrison, Christopher J.
|
|
2016
|
|
5 |
p. 276-284
|
artikel
|
| 37 |
Fairness: the hidden challenge for competency-based postgraduate medical education programs
|
Colbert, Colleen Y.
|
|
2017
|
|
5 |
p. 347-355
|
artikel
|
| 38 |
Fostering medical students’ lifelong learning skills with a dashboard, coaching and learning planning
|
Hauer, Karen E.
|
|
2018
|
|
5 |
p. 311-317
|
artikel
|
| 39 |
Getting off the carousel: De-centring the curriculum in medical education
|
Whitehead, Cynthia R.
|
|
2017
|
|
5 |
p. 283-285
|
artikel
|
| 40 |
Getting off the carousel: Exploring the wicked problem of curriculum reform
|
Hawick, Lorraine
|
|
2017
|
|
5 |
p. 337-343
|
artikel
|
| 41 |
Group mentorship for undergraduate medical students—a systematic review
|
Skjevik, Elise Pauline
|
|
|
|
5 |
p. 272-280
|
artikel
|
| 42 |
Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education
|
Kogan, Jennifer R.
|
|
2017
|
|
5 |
p. 286-305
|
artikel
|
| 43 |
How clinicians integrate humanism in their clinical workplace—‘Just trying to put myself in their human being shoes’
|
Roze des Ordons, Amanda Lee
|
|
2018
|
|
5 |
p. 318-324
|
artikel
|
| 44 |
How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts?
|
van der Gulden, Rozemarijn
|
|
|
|
5 |
p. 247-257
|
artikel
|
| 45 |
If at first you don’t succeed … adoption of iPad marking for high-stakes assessments
|
Judd, Terry
|
|
2017
|
|
5 |
p. 356-361
|
artikel
|
| 46 |
Intercultural doctor-patient communication in daily outpatient care: relevant communication skills
|
Paternotte, Emma
|
|
2016
|
|
5 |
p. 268-275
|
artikel
|
| 47 |
Intersections of power: videoconferenced debriefing of a rural interprofessional simulation team by an urban interprofessional debriefing team
|
Dalinghaus, Kathleen
|
|
|
|
5 |
p. 286-292
|
artikel
|
| 48 |
Is dissection the only way to learn anatomy? Thoughts from students at a non-dissecting based medical school
|
Patel, Salil B.
|
|
2015
|
|
5 |
p. 259-260
|
artikel
|
| 49 |
Is feedback to medical learners associated with characteristics of improved patient care?
|
Hayes, Victoria
|
|
2017
|
|
5 |
p. 319-324
|
artikel
|
| 50 |
Is the proof in the PUDding? Reflections on previously undocumented data (PUD) in clinical competency committees
|
Schumacher, Daniel J.
|
|
|
|
5 |
p. 269-271
|
artikel
|
| 51 |
Joining a conversation: the problem/gap/hook heuristic
|
Lingard, Lorelei
|
|
2015
|
|
5 |
p. 252-253
|
artikel
|
| 52 |
Learner handover: Perspectives and recommendations from the front-line
|
Gumuchian, Stephanie T.
|
|
|
|
5 |
p. 294-301
|
artikel
|
| 53 |
Learning from failure: how eliminating required attendance sparked the beginning of a medical school transformation
|
Lamb, Sara
|
|
|
|
5 |
p. 314-317
|
artikel
|
| 54 |
Lessons learned from a student-driven initiative to design and implement an Organ and Tissue Donation course across Canadian medical schools
|
Fletcher, Alexandra
|
|
2018
|
|
5 |
p. 332-336
|
artikel
|
| 55 |
Longitudinal qualitative research in medical education
|
Balmer, Dorene F.
|
|
2017
|
|
5 |
p. 306-310
|
artikel
|
| 56 |
Managing the load on a reader’s mind
|
Leppink, Jimmie
|
|
2014
|
|
5 |
p. 327-328
|
artikel
|
| 57 |
Medical education research: is participation fair?
|
Walsh, Kieran
|
|
2014
|
|
5 |
p. 379-382
|
artikel
|
| 58 |
Medical students’ perceptions of a novel institutional incident reporting system
|
Gordon, Morris
|
|
2017
|
|
5 |
p. 331-336
|
artikel
|
| 59 |
Multiple independent sampling within medical school admission interviewing: an “intermediate approach”
|
Hanson, Mark D.
|
|
2016
|
|
5 |
p. 292-299
|
artikel
|
| 60 |
On the issue of costs in programmatic assessment
|
van der Vleuten, Cees P. M.
|
|
2016
|
|
5 |
p. 303-307
|
artikel
|
| 61 |
Passion projects and disorienting dilemmas
|
Feilchenfeld, Zac
|
|
2018
|
|
5 |
p. 290-291
|
artikel
|
| 62 |
Peer-led small groups: Are we on the right track?
|
Moore, Fraser
|
|
2017
|
|
5 |
p. 325-330
|
artikel
|
| 63 |
Preprints: Facilitating early discovery, access, and feedback
|
Maggio, Lauren A.
|
|
2018
|
|
5 |
p. 287-289
|
artikel
|
| 64 |
Putting performance in context: the perceived influence of environmental factors on work-based performance
|
Stroud, Lynfa
|
|
2015
|
|
5 |
p. 233-243
|
artikel
|
| 65 |
Reflection’s role in learning: increasing engagement and deepening participation
|
Mann, Karen V.
|
|
2016
|
|
5 |
p. 259-261
|
artikel
|
| 66 |
Shame in medical clerkship: “You just feel like dirt under someone’s shoe”
|
Whelan, Beth
|
|
|
|
5 |
p. 265-271
|
artikel
|
| 67 |
Social studying and learning among medical students: a scoping review
|
Keren, Daniela
|
|
2017
|
|
5 |
p. 311-318
|
artikel
|
| 68 |
Spinning the lens on physician power: narratives of humanism and healing
|
Chan, Mercedes
|
|
2019
|
|
5 |
p. 305-308
|
artikel
|
| 69 |
State-of-the-art literature review methodology: A six-step approach for knowledge synthesis
|
Barry, Erin S.
|
|
|
|
5 |
p. 281-288
|
artikel
|
| 70 |
Teaching health professionals how to tailor gender-affirming medicine protocols: A design thinking project
|
MacKinnon, Kinnon R.
|
|
|
|
5 |
p. 324-328
|
artikel
|
| 71 |
The current landscape of television and movies in medical education
|
Law, Marcus
|
|
2015
|
|
5 |
p. 218-224
|
artikel
|
| 72 |
The effectiveness of a new approach using movies in the training of medical students
|
Zeppegno, Patrizia
|
|
2015
|
|
5 |
p. 261-263
|
artikel
|
| 73 |
The effect of gender medicine education in GP training: a prospective cohort study
|
Dielissen, Patrick
|
|
2014
|
|
5 |
p. 343-356
|
artikel
|
| 74 |
The Impact of item flaws, testing at low cognitive level, and low distractor functioning on multiple-choice question quality
|
Ali, Syed Haris
|
|
2015
|
|
5 |
p. 244-251
|
artikel
|
| 75 |
The Implicit Association Test in health professions education: A meta-narrative review
|
Sukhera, Javeed
|
|
2019
|
|
5 |
p. 267-275
|
artikel
|
| 76 |
The learning environment on a student ward: an observational study
|
Dyar, Anna
|
|
2019
|
|
5 |
p. 276-283
|
artikel
|
| 77 |
The reliability characteristics of the REFLECT rubric for assessing reflective capacity through expressive writing assignments: A replication study
|
Grierson, Lawrence
|
|
|
|
5 |
p. 281-285
|
artikel
|
| 78 |
The role of previously undocumented data in the assessment of medical trainees in clinical competency committees
|
Tam, Jennifer
|
|
|
|
5 |
p. 286-293
|
artikel
|
| 79 |
The role of training in student examiner rating performance in a student-led mock OSCE
|
Koo, Jian Hui
|
|
|
|
5 |
p. 293-298
|
artikel
|
| 80 |
The story behind the synthesis: writing an effective introduction to your scoping review
|
Lingard, Lorelei
|
|
|
|
5 |
p. 289-294
|
artikel
|
| 81 |
The system, the resident, and the preceptor: a curricular approach to continuity of care training
|
Merbaum, Allyson
|
|
|
|
5 |
p. 295-299
|
artikel
|
| 82 |
The three ‘S’s of editing: story, structure, and style
|
Watling, Chris
|
|
2016
|
|
5 |
p. 300-302
|
artikel
|
| 83 |
The uneasy alliance of assessment and feedback
|
Watling, Christopher
|
|
2016
|
|
5 |
p. 262-264
|
artikel
|
| 84 |
‘Things we are expected to just do and deal with’: Using the medical humanities to encourage reflection on vulnerability and nurture clinical skills, collegiality, compassion, and self-care
|
Kelly, Michaela
|
|
|
|
5 |
p. 300-304
|
artikel
|
| 85 |
Thoughts that breathe, and words that burn: poetic inquiry within health professions education
|
Brown, Megan E. L.
|
|
|
|
5 |
p. 257-264
|
artikel
|
| 86 |
Too much control diverts from the essence of learning and teaching
|
Kramer, Anneke W.M.
|
|
2015
|
|
5 |
p. 272-274
|
artikel
|
| 87 |
Using reflection to influence practice: student perceptions of daily reflection in clinical education
|
Larsen, Douglas P.
|
|
2016
|
|
5 |
p. 285-291
|
artikel
|
| 88 |
Who needs beds?
|
Cantillon, Peter
|
|
2014
|
|
5 |
p. 399-400
|
artikel
|
| 89 |
Workplace mentoring of residents in generic competencies by an independent coach
|
Stigt, Jos A.
|
|
2018
|
|
5 |
p. 337-341
|
artikel
|
| 90 |
“You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula
|
Outram, Sue
|
|
2014
|
|
5 |
p. 371-378
|
artikel
|
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