(Q39873123)

15 September 2017

Preserving professional credibility: grounded theory study of medical trainees' requests for clinical support (English)

1 reference

15 September 2017

Glenn Regehr

2

0 references

Lorelei Lingard

series ordinal

4

object named as

Lorelei Lingard

1 reference

15 September 2017

Tara J T Kennedy

1

1 reference

15 September 2017

G Ross Baker

series ordinal

3

1 reference

15 September 2017

language of work or name

English

0 references

publication date

9 February 2009

1 reference

15 September 2017

1 reference

15 September 2017

338

1 reference

15 September 2017

b128

1 reference

Clinical oversight: conceptualizing the relationship between supervision and safety

15 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=2640114

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

22 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=2640114

Findings of the first consensus conference on medical emergency teams

22 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=2640114

Progressive independence in clinical training: a tradition worth defending?

22 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=2640114

Teaching and learning communication in medicine: a rhetorical approach

22 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=2640114

Making sense of grounded theory in medical education.

22 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=2640114

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

20 August 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=2640114

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

20 August 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=2640114

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

20 August 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=2640114

Hawthorne effects and research into professional practice

20 August 2018

1 reference

PubMed

https://pubmed.ncbi.nlm.nih.gov/19204035

12 December 2020

inferred from PubMed ID database lookup

AAMC policy guidance on graduate medical education: assuring quality patient care and quality education

1 reference

PubMed

https://pubmed.ncbi.nlm.nih.gov/19204035

12 December 2020

inferred from PubMed ID database lookup

A certain art of uncertainty: case presentation and the development of professional identity

1 reference

PubMed

https://pubmed.ncbi.nlm.nih.gov/19204035

12 December 2020

inferred from PubMed ID database lookup

Identifiers

DOI

10.1136/BMJ.B128

1 reference

release_qnb4zt52sjhbbcpudsczfmciva

15 September 2017

1 reference

Fatcat

https://api.fatcat.wiki/v0/release/qnb4zt52sjhbbcpudsczfmciva

24 November 2022

mapped directly with Wikidata item

1 reference

15 September 2017

PubMed publication ID

19204035

1 reference