| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Belonging in dual roles: exploring professional identity formation among disabled healthcare students and clinicians
|
Mayer, Yael
|
|
|
30 |
4 |
p. 1101-1121
|
article
|
| 2 |
Commentaries and conversations
|
Ellaway, Rachel H.
|
|
|
30 |
4 |
p. 1037-1040
|
article
|
| 3 |
Correction: Self-directed learning and the student learning experience in undergraduate clinical science programs: a scoping review
|
Finn, Ashleigh
|
|
|
30 |
4 |
p. 1377
|
article
|
| 4 |
Digital technology in physical examination teaching: clinical educators’ perspectives and current practices
|
Lees, Jessica
|
|
|
30 |
4 |
p. 1199-1215
|
article
|
| 5 |
Discoveries or doubts: a qualitative study of the transformative potential of portfolio meetings
|
McDonald, Jenny
|
|
|
30 |
4 |
p. 1045-1064
|
article
|
| 6 |
Exploring the development of pedagogical content knowledge (PCK) for health professions educators through faculty development
|
Sarkar, Mahbub
|
|
|
30 |
4 |
p. 1257-1278
|
article
|
| 7 |
Giving effective feedback on writing
|
Kuper, Ayelet
|
|
|
30 |
4 |
p. 1041-1044
|
article
|
| 8 |
Human rights engagement, stigma and attitudes towards mental health among Colombian social work and medical students
|
Agudelo-Hernández, Felipe
|
|
|
30 |
4 |
p. 1085-1100
|
article
|
| 9 |
On concepts, constructs, measures, metrics, and the variable necessity of definitions
|
Young, Meredith
|
|
|
30 |
4 |
p. 1333-1339
|
article
|
| 10 |
Social support and academic procrastination in health professions students: the serial mediating effect of intrinsic learning motivation and academic self-efficacy
|
Chen, Xi
|
|
|
30 |
4 |
p. 1143-1160
|
article
|
| 11 |
Team science in interdisciplinary health professions education research: a multi-institutional case study
|
Gesing, Peggy
|
|
|
30 |
4 |
p. 1123-1141
|
article
|
| 12 |
The birth of the virtual clinic: welcome to the Mediverse
|
Paul, Robert
|
|
|
30 |
4 |
p. 1297-1311
|
article
|
| 13 |
The evolution of academic advisor and resident dyadic coaching relationships: a two-year longitudinal qualitative study
|
Stroud, Lynfa
|
|
|
30 |
4 |
p. 1279-1296
|
article
|
| 14 |
The interpretation-use argument– the essential ingredient for high quality assessment design and validation
|
Raymond, Jacqueline
|
|
|
30 |
4 |
p. 1313-1332
|
article
|
| 15 |
The liminal space of metacognitive reflection: the art of contradistinction (a response to define or not define)
|
Merkebu, Jerusalem
|
|
|
30 |
4 |
p. 1347-1352
|
article
|
| 16 |
The moral distress, protective factors, and resilience: the role of ethical decision-making competence among student nurses
|
Hwu, Lien-Jen
|
|
|
30 |
4 |
p. 1217-1230
|
article
|
| 17 |
To define or not to define: a commentary on ‘The case for metacognitive reflection’
|
Ellaway, Rachel H.
|
|
|
30 |
4 |
p. 1341-1345
|
article
|
| 18 |
Together but separate: a longitudinal study of how spatial context shapes the formation of social ties of women medical students
|
Blalock, A. Emiko
|
|
|
30 |
4 |
p. 1161-1180
|
article
|
| 19 |
Understanding simulation-based learning for health professions students from culturally and linguistically diverse backgrounds: a scoping review
|
Zhang, Luocheng
|
|
|
30 |
4 |
p. 1353-1375
|
article
|
| 20 |
Unravelling the art of developing skilled communication: a longitudinal qualitative research study in general practice training
|
Verheijden, Michelle
|
|
|
30 |
4 |
p. 1231-1255
|
article
|
| 21 |
Unveiling the link between self-regulated learning and academic success: a longitudinal study on Chinese medical students
|
Song, Yuxin
|
|
|
30 |
4 |
p. 1181-1197
|
article
|
| 22 |
“Where are you really from?”: a qualitative study of Asian American medical provider experiences
|
Chow, Candace J.
|
|
|
30 |
4 |
p. 1065-1084
|
article
|
Journal description