Broadening conceptions of learning in medical education: the message from teamworking.
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Emotional intelligence as a crucial component to medical educationKey elements in assessing the educational environment: where is the theory?The paediatric change laboratory: optimising postgraduate learning in the outpatient clinicImproving preparedness of medical students and junior doctors to manage patients with diabetesDevelopment and psychometric evaluation of the Undergraduate Clinical Education Environment Measure (UCEEM).A qualitative study of the learning processes in young physicians treating suicidal patients: from insecurity to personal pattern knowledge and self-confidence.Deconstructing dementia and delirium hospital practice: using cultural historical activity theory to inform education approaches.Thinking about thinking and emotion: the metacognitive approach to the medical humanities that integrates the humanities with the basic and clinical sciences.Beyond individualism: professional culture and its influence on feedback.A fresh perspective on medical education: the lens of the arts.Patients embodied and as-a-body within bedside teaching encounters: a video ethnographic studyAn action research protocol to strengthen system-wide inter-professional learning and practice [LP0775514]The development, design, testing, refinement, simulation and application of an evaluation framework for communities of practice and social-professional networks.Exploring deliberate practice in medicine: how do physicians learn in the workplace?Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching.Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship.The learner's perspective in GP teaching practices with multi-level learners: a qualitative study.Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework.Preparing to prescribe: How do clerkship students learn in the midst of complexity?Articulating the ideal: 50 years of interprofessional collaboration in Medical Education.Medical students' reactions to an experience-based learning model of clinical education.Using cultural-historical activity theory to study clinical reasoning in context.Communities of clinical practice: the social organization of clinical learning.Engaging pediatric intensive care unit (PICU) clinical staff to lead practice improvement: the PICU participatory action research project (PICU-PAR).How clinical medical students perceive others to influence their self-regulated learning.Experiential learning: AMEE Guide No. 63.Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19.The disconnections between space, place and learning in interprofessional education: an overview of key issues.Surgical education and training in an outer metropolitan hospital: a qualitative study of surgical trainers and trainees.The proof is in the pudding: putting Actor-Network-Theory to work in medical education.Preparation for future learning: a missing competency in health professions education?Self-entrustment: how trainees' self-regulated learning supports participation in the workplace.Clients' initiatives and caregivers' responses in the organizational dynamics of care delivery.One site fits all? A student ward as a learning practice for interprofessional development.Peer influence on students' estimates of performance: social comparison in clinical rotations.The curriculum is dead! Long live the curriculum! Designing an undergraduate medicine and surgery curriculum for the future.'The research compass': an introduction to research in medical education: AMEE Guide no. 56.Team effectiveness in academic primary health care teams.Ad hoc supervision of general practice registrars as a 'community of practice': analysis, interpretation and re-presentation.Evaluating an interprofessional education curriculum: A theory-informed approach.
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Broadening conceptions of learning in medical education: the message from teamworking.
description
2006 nî lūn-bûn
@nan
2006年の論文
@ja
2006年学术文章
@wuu
2006年学术文章
@zh
2006年学术文章
@zh-cn
2006年学术文章
@zh-hans
2006年学术文章
@zh-my
2006年学术文章
@zh-sg
2006年學術文章
@yue
2006年學術文章
@zh-hant
name
Broadening conceptions of learning in medical education: the message from teamworking.
@en
Broadening conceptions of learning in medical education: the message from teamworking.
@nl
type
label
Broadening conceptions of learning in medical education: the message from teamworking.
@en
Broadening conceptions of learning in medical education: the message from teamworking.
@nl
prefLabel
Broadening conceptions of learning in medical education: the message from teamworking.
@en
Broadening conceptions of learning in medical education: the message from teamworking.
@nl
P2860
P1433
P1476
Broadening conceptions of learning in medical education: the message from teamworking.
@en
P2093
Alan Bleakley
P2860
P304
P356
10.1111/J.1365-2929.2005.02371.X
P577
2006-02-01T00:00:00Z