A Qualitative Exploration of Health Profession Students’ Experiences of Resilience and Burnout Using the Coping Reservoir Model during the COVID-19 Pandemic
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Teaching and Learning in Medicine
Learning Clinical Reasoning: The Experience of Postgraduate Psychiatry Trainee Doctors in Qatar
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Professional Identity Formation in Medical Education: Some Virtue-Based Insights
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Does Masked Interviewing Encourage Holistic Review in Residency Selection? A Mixed-Methods Study
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Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action Research
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Coping Strategies of Failing International Medical Students in Two Chinese Universities: A Qualitative Study
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Confidence, Connection & Collaboration: Creating a Scalable Bias Reduction Improvement Coaching Train-the-Trainer Program to Mitigate Implicit Bias across a Medical Center
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Practicing Confidence: An Autoethnographic Exploration of the First Years as Physicians
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Exploring Interprofessional Development of Entrustable Professional Activities For Pediatric Intensive Care Fellows: A Proof-of-Concept Study
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A Philosophical Discussion of the Support of Self-Regulated Learning in Medical Education: The Treasure Hunt Approach Versus the (Dutch) “Dropping” Approach
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Experience is a Wise Teacher, So Very Worthy of Our Attention
Volume 35, Issue 2, April-May 2023, Page 250-252
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Voices of Silence: Experiences in Disseminating Scholarship as a Global South Researcher
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The Inconspicuous Learner Handover: An Exploratory Study of U.S. Emergency Medicine Program Directors’ Perceptions of Learner Handovers from Medical School to Residency
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