| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Applying to medical school with undiagnosed dyslexia: a collaborative autoethnography
|
Cornwell, Megan
|
|
|
29 |
2 |
p. 443-463
|
artikel
|
| 2 |
Assessing clinical competence: a multitrait-multimethod matrix construct validity study
|
Vallevand, Andrea
|
|
|
29 |
2 |
p. 567-585
|
artikel
|
| 3 |
Associations between education policies and the geographic disposition of family physicians: a retrospective observational study of McMaster University education data
|
Grierson, Lawrence
|
|
|
29 |
2 |
p. 641-657
|
artikel
|
| 4 |
Comparing the stress response using heart rate variability during real and simulated crises: a pilot study
|
Peabody, Jeremy
|
|
|
29 |
2 |
p. 465-475
|
artikel
|
| 5 |
Correction to: Seeking Utopia: a response to “Oncology residents’ experiences of decision-making in a clinical learning environment: a phenomenological study”
|
Bassier, Preti Beatrice Tabitha
|
|
|
29 |
2 |
p. 715
|
artikel
|
| 6 |
Equity, diversity, and…exclusion? A national mixed methods study of “belonging” in Canadian undergraduate medical education
|
Sivananthajothy, Priatharsini
|
|
|
29 |
2 |
p. 611-639
|
artikel
|
| 7 |
Expert consensus on the attributes and competencies required for rural and remote junior physicians to work effectively in isolated indonesian communities
|
Noya, Farah C.
|
|
|
29 |
2 |
p. 587-609
|
artikel
|
| 8 |
Exploring adaptive expertise in residency: the (missed) opportunity of uncertainty
|
Gamborg, Maria Louise
|
|
|
29 |
2 |
p. 389-424
|
artikel
|
| 9 |
Historicity and the impossible present
|
Ellaway, Rachel H.
|
|
|
29 |
2 |
p. 361-365
|
artikel
|
| 10 |
Identity influences on medical students’ orientation to feedback during third year clinical rotations
|
Thompson, Charee M.
|
|
|
29 |
2 |
p. 477-486
|
artikel
|
| 11 |
Legibility: knowing disability in medical education inclusion
|
Jain, Neera R.
|
|
|
29 |
2 |
p. 507-530
|
artikel
|
| 12 |
Moral injury and the hidden curriculum in medical school: comparing the experiences of students underrepresented in medicine (URMs) and non-URMs
|
Nemiroff, Samuel
|
|
|
29 |
2 |
p. 371-387
|
artikel
|
| 13 |
Opening the black box of school-wide student wellbeing programmes: a critical narrative review informed by activity theory
|
Tan, Emmanuel
|
|
|
29 |
2 |
p. 663-687
|
artikel
|
| 14 |
Past resources, future envisioning, and present positioning: how women who are medical students at one institution draw upon temporal agency for resistance
|
Konopasky, Abigail
|
|
|
29 |
2 |
p. 425-441
|
artikel
|
| 15 |
Seeking Utopia: a response to “Oncology residents’ experiences of decision-making in a clinical learning environment: a phenomenological study”
|
Preti, Beatrice
|
|
|
29 |
2 |
p. 659-662
|
artikel
|
| 16 |
Should I do a synthesis (i.e. literature review)?
|
Chen, H. Carrie
|
|
|
29 |
2 |
p. 367-370
|
artikel
|
| 17 |
Systematic review of distributed practice and retrieval practice in health professions education
|
Trumble, Emma
|
|
|
29 |
2 |
p. 689-714
|
artikel
|
| 18 |
The impact of prior performance information on subsequent assessment: is there evidence of retaliation in an anonymous multisource assessment system?
|
Saberzadeh-Ardestani, Bahar
|
|
|
29 |
2 |
p. 531-550
|
artikel
|
| 19 |
The maintenance of classism in medical education: “time” as a form of social capital in first-generation and low-income medical students
|
Wyatt, T. R.
|
|
|
29 |
2 |
p. 551-566
|
artikel
|
| 20 |
“We’re back in control of the story and we’re not letting anyone take that away from us”: patient teacher programs as means for patient emancipation
|
Kangasjarvi, E.
|
|
|
29 |
2 |
p. 487-505
|
artikel
|
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