Preserving professional credibility: grounded theory study of medical trainees' requests for clinical support. - Test2 - elhamkhani - TriplyDB

Preserving professional credibility: grounded theory study of medical trainees' requests for clinical support.

Preserving professional credibility: grounded theory study of medical trainees' requests for clinical support.

http://www.wikidata.org/entity/Q39873123

about

Language matters: towards an understanding of silence and humour in medical education.Perceptions of internal medicine-pediatrics residents about autonomy during residency Regrets associated with providing healthcare: qualitative study of experiences of hospital-based physicians and nurses.The difficulties of interprofessional teamwork in diabetes care: a questionnaire survey.Measuring progressive independence with the resident supervision index: theoretical approach.Oxford NOTECHS II: a modified theatre team non-technical skills scoring system Rethinking resident supervision to improve safety: from hierarchical to interprofessional models.A stepped wedge, cluster controlled trial of an intervention to improve safety and quality on medical wards: the HEADS-UP study protocol.Professionalism, professionalization, expertise and compassion: a qualitative study of medical residents An Analysis of the Top-cited Articles in Emergency Medicine Education Literature.Which non-technical skills do junior doctors require to prescribe safely? A systematic review Improving efficiency of clinical skills training: a randomized trial.Interventions to improve teamwork and communications among healthcare staff.Paediatric trainee supervision: management changes and perceived education value.Understanding trust as an essential element of trainee supervision and learning in the workplace.Which factors are associated with trainees' confidence in performing obstetric and gynecological ultrasound examinations?Progressive collaborative refinement on teams: implications for communication practices.Student assistantships: bridging the gap between student and doctor.Social and professional influences on antimicrobial prescribing for doctors-in-training: a realist review.How physicians teach in the clinical setting: The embedded roles of teaching and clinical care.Entrustment of the on-call senior medical resident role: implications for patient safety and collective care.It's not just what you know: junior trainees' approach to follow-up and documentation.Translating concerns into action: a detailed qualitative evaluation of an interdisciplinary intervention on medical wards.Procedural Competence Among Faculty in Academic Health Centers: Challenges and Future Directions.Does Psychological Safety Impact the Clinical Learning Environment for Resident Physicians? Results From the VA's Learners' Perceptions Survey.'Sometimes the work just needs to be done': socio-cultural influences on direct observation in medical training.Medical Students' Understanding of Directed Questioning by Their Clinical Preceptors.Ready, steady, go! What do histopathology trainees think they need from training to enable them to develop autonomy in surgical pathology reporting?How clinical supervisors develop trust in their trainees: a qualitative study.Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes.The call, the save, and the threat: understanding expert help-seeking behavior during nonroutine operative scenarios What makes a "great resident": the resident perspective.Measuring progressive independence with the resident supervision index: empirical approach."Page Me if You Need Me": The Hidden Curriculum of Attending-Resident Communication.Guidelines: The do's, don'ts and don't knows of direct observation of clinical skills in medical education.Students' perceptions of patient safety during the transition from undergraduate to postgraduate training: an activity theory analysis Qualitative research using realist evaluation to explain preparedness for doctors' memorable 'firsts'.Speak up! Barriers to challenging erroneous decisions of seniors in anaesthesia.The supervisory encounter and the senior GP trainee: managing for, through and with.Doctors with Asperger's: the impact of a diagnosis.

P2860

Q30425318-B0794617-DCB8-4CDF-98B1-9F9220123004 Q33745228-FAAA2913-9AE4-44CC-BD05-46BCCFF0CFB1 Q33988744-F20D2F48-F138-4864-9010-82B06C25F863 Q34028356-9553D80A-8C45-42F7-B113-519D064E359B Q34096761-00EDFA79-863D-4E24-9E52-23D22F33485B Q35110923-774922F7-4FEF-4691-BE6A-C4D950E97A47 Q35445799-A768FFAA-D697-452D-8370-DE203C8EB67E Q35778818-ED43493D-205A-464C-A5C3-4D8FEEBEE052 Q36258060-D17F1CFE-FF3F-48EE-AB26-978CD6409638 Q36258243-7497C567-C2C1-41B3-9C78-0DC1E0825C4B Q36410094-48201A7B-B680-46F0-9462-0D17B25757C6 Q37009164-708D66A1-37A5-47D2-8355-A72F06F4F10E Q37838347-1007A724-489E-4CAC-B843-4D89431B6179 Q38023579-EE572DA6-2FE3-4E1E-B992-1FDB096AAE54 Q38124707-31174109-FAFF-446A-BC3F-7E2488AC2087 Q38150783-60D7E5BD-23BE-4790-9A55-F56317F36EE3 Q38188067-DE6DDA13-A1FD-44A5-ACAC-972F7103ABB7 Q38537541-2D114B79-41F8-4ED6-A6E6-B398A72E32CB Q38599568-20B6D1E2-E440-433A-A1B5-1BA4DE2856AE Q38613837-99ABD5EE-1573-44A7-A5EF-C6C2248416C2 Q38680511-2AB94A13-2334-454E-839F-5DB208E356C6 Q38729046-740BE96F-51D1-40CE-B1D0-5F510BC791A3 Q38733858-9F93764E-740F-4186-9CC2-33C83A604EFD Q38837156-5FD94280-9B27-4F35-A0AC-C0A8E3389752 Q39064920-5F9D6C86-D813-4A7F-927A-33AA55927CFE Q39389947-3A970F4D-B0C7-4CF2-A04E-6DC0ACFB1BBB Q39473983-93876E40-D167-49EB-A700-C3F83FBA412F Q40702094-EB13AFE7-DE88-4BC2-8FBE-94B3674C7551 Q40760740-DAF8C5AF-1E10-484C-9A98-AD8B8C2090C5 Q40925762-CC09AF9B-9F0E-448D-B884-C2CD98A29B4F Q41578272-532DAEC8-F6FF-4A7E-B0F8-79C5536A1969 Q41813254-5E2E898C-3C77-4DB8-87F3-505C625599A1 Q42268687-E2412EAA-4375-4EF0-B67E-C309ABAADB0D Q42325750-39F4BDE4-BB6C-4CA9-87B4-35C0A26EE897 Q42371721-CB947E80-3F38-4113-B0AA-AECD5DE40268 Q42830216-7A6D6D6A-4CAE-4014-9518-256A6BC0CED2 Q47312987-F89CB449-4564-4C9C-A696-CC479408983F Q47379598-5B12EA0B-7992-4826-ACC9-19F9147E45AB Q47566990-4FF781AF-5C68-4514-ADBE-3237DAED8F37 Q47570795-01701CC5-FF06-43DF-93D6-2334A66B0279

P2860

Preserving professional credibility: grounded theory study of medical trainees' requests for clinical support.

http://www.wikidata.org/entity/Q39873123

description

2009 nî lūn-bûn

@nan

2009年の論文

@ja

2009年論文

@yue

2009年論文

@zh-hant

2009年論文

@zh-hk

2009年論文

@zh-mo

2009年論文

@zh-tw

2009年论文

@wuu

2009年论文

@zh

2009年论文

@zh-cn

name

Preserving professional credib ...... requests for clinical support.

@en

Preserving professional credib ...... requests for clinical support.

@nl

type

label

Preserving professional credib ...... requests for clinical support.

@en

Preserving professional credib ...... requests for clinical support.

@nl

prefLabel

Preserving professional credib ...... requests for clinical support.

@en

Preserving professional credib ...... requests for clinical support.

@nl

P1433

Q39873123-2E178D55-7263-4AE6-9D1E-E3D96E84E583

P1476

Q39873123-E8E0E7AE-7036-4F65-A2A5-612CF7318AAF

P2093

Q39873123-426894D7-1A00-437F-9BE4-FBECB2316160

Q39873123-DF1DDE9D-1F1A-4953-90BF-D4DE9DAFA482

Q39873123-EB5BA7B7-D5E5-4F90-AEF0-5628456E1A03

P2860

Q39873123-22AF9E5D-BDCF-4EF7-98B1-51E10AD52910

Q39873123-52B526CE-B8E4-4B61-A580-10CF490BF4EB

Q39873123-5E461CD9-C9D0-4935-88B2-EC1ADC938F17

Q39873123-5FE71799-B249-4F38-A5D3-643B56A60D98

Q39873123-7A497DE0-E88B-47B7-8C61-4A6962AB5EDD

Q39873123-7EE84A70-8B1A-431F-B6EC-D54F28DC9449

Q39873123-B5F8DA50-AAB3-4FC8-988A-A24D0F3C6262

Q39873123-D4FA33E3-3BB5-4875-AA07-16E0D8EC4030

Q39873123-DAC58461-D9A6-4594-BD93-B52BC8B1641C

P304

Q39873123-357BA01C-F74F-498F-B6F1-C2795250C8C7

P31

Q39873123-7992DAA8-80FA-40AA-9BE4-51F355B396E5

P356

Q39873123-3C0E87BF-B4BE-4A1F-ABC9-9A69737F9E56

P407

Q39873123-DA0FDDFC-6AEE-4F07-A8EC-FC3392D6F6B0

P478

Q39873123-E2E8DC8B-0FB1-4019-A1FF-E69A0810EED5

P50

Q39873123-1675B69C-6B88-4172-9FE6-59E29678ABFB

P577

Q39873123-021ECF48-54A3-4F47-ACBA-D64410660B38

P5875

Q39873123-54E0A4D6-4F1F-4A6D-A089-9AE1A6BA923A

P698

Q39873123-CDBA0322-0E21-44D2-B70E-FCCEE9E37776

P932

Q39873123-7DEFA497-9AED-4C83-8286-A2AF713E396C

P356

P1433

P1476

Preserving professional credib ...... requests for clinical support.

@en

P2093

G Ross Baker

http://www.w3.org/2001/XMLSchema#string

Lorelei Lingard

http://www.w3.org/2001/XMLSchema#string

Tara J T Kennedy

http://www.w3.org/2001/XMLSchema#string

P2860

Teaching and learning communication in medicine: a rhetorical approach.

Findings of the first consensus conference on medical emergency teams.

Progressive independence in clinical training: a tradition worth defending?

Establishing a rapid response team (RRT) in an academic hospital: one year's experience.

Clinical oversight: conceptualizing the relationship between supervision and safety.

Reflections-on-action: medical students' accounts of their implicit beliefs and strategies in the context of one-to-one clinical teaching.

To be and not to be: the paradox of the emerging professional stance.

The anatomy of the professional lapse: bridging the gap between traditional frameworks and students' perceptions.

Making sense of grounded theory in medical education.

P304

b128

http://www.w3.org/2001/XMLSchema#string

P31

scholarly article

P356

10.1136/BMJ.B128

http://www.w3.org/2001/XMLSchema#string

P407

P478

338

http://www.w3.org/2001/XMLSchema#string

P50

P577

2009-02-09T00:00:00Z

http://www.w3.org/2001/XMLSchema#dateTime

P5875

23994456

http://www.w3.org/2001/XMLSchema#string

P698

19204035

http://www.w3.org/2001/XMLSchema#string

P932

2640114

http://www.w3.org/2001/XMLSchema#string