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Advances in Health Sciences Education : Theory and Practice|March 19, 2017
What should we teach the teachers? Identifying the learning priorities of clinical supervisorsMargaret Bearman, Joanna Tai, Fiona Kent, et al.
BMJ Open|April 9, 2017
Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesisCharlotte Denniston, Elizabeth Molloy, Debra Nestel, et al.
Perspectives on Medical Education|October 25, 2021
'It's going to change the way we train': Qualitative evaluation of a transformative faculty development workshopCaroline Choo Phaik Ong, Yang Yann Foo, Fong Yee Chiu, et al.
Australian Journal of Primary Health|August 14, 2019
'I'm never going to change unless someone tells me I need to': fostering feedback dialogue between general practice supervisors and registrarsBianca Denny, James Brown, Catherine Kirby, et al.
Surgery|December 17, 2009
The impact of stress on surgical performance: a systematic review of the literatureSonal Arora, Nick Sevdalis, Debra Nestel, et al.
Medical Education|February 7, 2019
Theory, a lost character? As presented in general practice education research papersJames Brown, Margaret Bearman, Catherine Kirby, et al.
The Clinical Teacher|July 21, 2015
Clinical supervision training across contextsJoanna Tai, Margaret Bearman, Vicki Edouard, et al.
ANZ Journal of Surgery|October 22, 2024
An invisible knife to add to your toolkit: a narrative review of how podcasts have audibly shaped, styled, and sharpened surgical educationKristy Mansour, Christopher Neasey, Jordan Hamilton, et al.
Advances in Health Sciences Education : Theory and Practice|July 16, 2016
Surgical education and training in an outer metropolitan hospital: a qualitative study of surgical trainers and traineesDebra Nestel, Jennifer Harlim, Melanie Bryant, et al.
American Journal of Surgery|March 28, 2012
Identifying best practice guidelines for debriefing in surgery: a tri-continental studyMaria Ahmed, Nick Sevdalis, John Paige, et al.
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