Professing professionalism: are we our own worst enemy? Faculty members' experiences of teaching and evaluating professionalism in medical education at one school.
about
Organizational philosophy as a new perspective on understanding the learning of professionalismLanguage matters: towards an understanding of silence and humour in medical education.Formation of medical student professional identity: categorizing lapses of professionalism, and the learning environment.Medical professionalism in the formal curriculum: 5th year medical students' experiences.Surgery clerkship evaluations drive improved professionalism.Physician professional behaviour affects outcomes: a framework for teaching professionalism during anesthesia residency.Competing duties: medical educators, underperforming students, and social accountability.Defining professionalism in medical education: a systematic review.Emotional intelligence in medical education: a critical review.Twelve Tips for teaching medical professionalism at all levels of medical education.Conceptualising professionalism in occupational therapy through a Western lens.Working to define professionalism in pediatric anesthesiology: a qualitative study of domains of the expert pediatric anesthesiologist as valued by interdisciplinary stakeholders.Ownership of patient care: a behavioural definition and stepwise approach to diagnosing problems in traineesEducation in professionalism: results from a survey of pediatric residency program directors.Professionalism and occupational therapy: an exploration of faculty and students' perspectives.Discourse(s) of emotion within medical education: the ever-present absence.Continuing the competency debate: reflections on definitions and discourses.Initial knowledge of medical professionalism among Chinese medical students.The Graduating European Dentist-Domain I: Professionalism.Faculty development for learning and teaching of medical professionalism.Conceptual and practical challenges in the assessment of physician competencies.To participate or not participate in unprofessional behavior - Is that the question?Understanding, teaching and assessing the elements of the CanMEDS Professional Role: canadian program directors' views.The hidden and informal curriculum across the continuum of training: A cross-sectional qualitative study.Medical teachers' perception of professional roles in the framework of the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM)-A multicenter study.An in-depth analysis of ethics teaching in Canadian physiotherapy and occupational therapy programs.Supporting students in self-regulation: use of formative feedback and portfolios in a problem-based learning setting.
P2860
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P2860
Professing professionalism: are we our own worst enemy? Faculty members' experiences of teaching and evaluating professionalism in medical education at one school.
description
2010 nî lūn-bûn
@nan
2010年の論文
@ja
2010年学术文章
@wuu
2010年学术文章
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2010年学术文章
@zh-cn
2010年学术文章
@zh-hans
2010年学术文章
@zh-my
2010年学术文章
@zh-sg
2010年學術文章
@yue
2010年學術文章
@zh-hant
name
Professing professionalism: ar ...... dical education at one school.
@en
Professing professionalism: ar ...... dical education at one school.
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type
label
Professing professionalism: ar ...... dical education at one school.
@en
Professing professionalism: ar ...... dical education at one school.
@nl
prefLabel
Professing professionalism: ar ...... dical education at one school.
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Professing professionalism: ar ...... dical education at one school.
@nl
P2093
P1433
P1476
Professing professionalism: ar ...... dical education at one school.
@en
P2093
Bochra Kurabi
Najma Ahmed
Pier Bryden
P304
P356
10.1097/ACM.0B013E3181CE64AE
P407
P577
2010-06-01T00:00:00Z