Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

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Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

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2015 nî lūn-bûn

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Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

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Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

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Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

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Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

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Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

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Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

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P1476

Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

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P2093

Joseph Lee

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Loretta M Hillier

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Rebecca Lubitz

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P2860

Preparing residents for family practice: the role of an integrated "Triple C" curriculum.

Evidence for longitudinal ambulatory care rotations: a review of the literature.

Grounded theory: an exploration of process and procedure.

The parallel rural community curriculum: an integrated clinical curriculum based in rural general practice.

Time to learn: the outlook for renewal of patient-centred education in the digital age.

Family practice: professional identity in transition. A case study of family medicine in Canada.

Competency-based curriculum for family medicine

Underlying educational principles of Triple C.

The last C: centred in family medicine.

Longitudinal integrated clerkships for medical students: an innovation adopted by medical schools in Australia, Canada, South Africa, and the United States.

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e29-40

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scholarly article

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2015-12-11T00:00:00Z

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