Epistemology, culture, justice and power: non-bioscientific knowledge for medical training.

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Back from basics: integration of science and practice in medical education.Beyond vulnerability: how the dual role of patient-health care provider can inform health professions education.How are competency frameworks perceived and taught? : An exploratory study in the context of pharmacy education.

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P2860

Epistemology, culture, justice and power: non-bioscientific knowledge for medical training.

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2016 nî lūn-bûn

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Epistemology, culture, justice ...... nowledge for medical training.

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Amanda Li

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Ayelet Kuper

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Cynthia R Whitehead

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Jeannette Goguen

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Jennifer Leavitt

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Lisa Richardson

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Martin Schreiber

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Paula Veinot

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Sarah Levitt

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P2860

The clinical application of the biopsychosocial model

The sum of the parts detracts from the intended whole: competencies and in-training assessments.

Educating future physicians for Ontario: phase II.

American medical education 100 years after the Flexner report.

Literature and medicine: a problem of assessment.

Qualitative research. Introducing focus groups

Building capacity for quality: a pilot co-learning curriculum in quality improvement for faculty and resident learners.

Cognitive load theory in health professional education: design principles and strategies.

Creating an ideal social and behavioural sciences curriculum for medical students.

Does one size fit all? Building a framework for medical professionalism.

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158-173

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10.1111/MEDU.13115

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Epistemology, culture, justice and power: non-bioscientific knowledge for medical training.

about

P2860

P2860

Epistemology, culture, justice and power: non-bioscientific knowledge for medical training.

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