Pages that link to "Q52090148"
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The following pages link to Faculty development in teaching skills: an intensive longitudinal model (Q52090148):
Displaying 34 items.
- Development and implementation of a mini-Clinical Evaluation Exercise (mini-CEX) program to assess the clinical competencies of internal medicine residents: from faculty development to curriculum evaluation (Q30537672) (← links)
- Comparison between student rating, faculty self-rating and evaluation of faculty members by heads of respective academic departments in the school of medicine in Birjand University of Medical Sciences in Iran. (Q33871287) (← links)
- Finding Time for Faculty Development (Q34680645) (← links)
- The impact of the Stanford Faculty Development Program on ambulatory teaching behavior (Q34704856) (← links)
- Physician characteristics associated with proficiency in feedback skills (Q34704896) (← links)
- Teaching personal awareness (Q34722682) (← links)
- Long-term follow-up of a longitudinal faculty development program in teaching skills (Q34723744) (← links)
- Clinician-educator pathway for radiology residents (Q34774597) (← links)
- Is faculty development critical to enhance teaching effectiveness? (Q35610793) (← links)
- A ten-month program in curriculum development for medical educators: 16 years of experience (Q35753064) (← links)
- Teaching the medical interview: methods and key learning issues in a faculty development course (Q36416901) (← links)
- An association between paying physician-teachers for their teaching efforts and an improved educational experience for learners (Q36552220) (← links)
- The role of the clinician educator in rheumatology (Q36648157) (← links)
- What motivates physicians throughout their careers in medicine? (Q36961845) (← links)
- Faculty development as transformation: lessons learned from a process-oriented program. (Q37494302) (← links)
- A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. (Q38897808) (← links)
- Preparing Faculty for the Future: AAVMC Members' Perceptions of Professional Development Needs (Q39836937) (← links)
- Effects of longitudinal small-group learning on delivery and receipt of communication skills feedback (Q42622846) (← links)
- Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment (Q43122274) (← links)
- Skills lab from the surgical point of view. Experiences from the Magdeburg Medical School--The University of Magdeburg (Q46224030) (← links)
- Educational CPD: an exploration of the attitudes of UK GP trainers using focus groups and an activity theory framework (Q48319261) (← links)
- Qualitative assessment of the long-term impact of a faculty development programme in teaching skills (Q48399958) (← links)
- Clinical supervisors' perceived needs for teaching communication skills in clinical practice (Q51806385) (← links)
- Physician-teacher characteristics associated with learner-centered teaching skills (Q51953606) (← links)
- A controlled study of the short- and long-term effects of a Train the Trainers course (Q51956239) (← links)
- Broadening conceptions of medical student mistreatment during clinical teaching: message from a study of "toxic" phenomenon during bedside teaching. (Q55362947) (← links)
- Commentary: Training and Mentoring the Next Generation of Health Equity Researchers: Insights from the Field (Q58595409) (← links)
- Longitudinal Outcomes of an Elective Academic and Administrative Advanced Pharmacy Practice Experience (Q64087719) (← links)
- Needs Assessment for Standardized Educational Program for Iranian Medical Students in Crisis and Disaster Management (Q64093942) (← links)
- Who will train the trainers? (Q80407327) (← links)
- [Implementation of a competency-based graduate medical education program in a neurology department] (Q81602042) (← links)
- Clinicians' Perceptions About How They Are Valued by the Academic Medical Center (Q83306613) (← links)
- The impact and effectiveness of faculty development program in fostering the faculty's knowledge, skills, and professional competence: A systematic review and meta-analysis (Q91714819) (← links)
- What the educators are saying (Q93587311) (← links)