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BMJ (Clinical Research Ed.)|April 19, 2014
Annual Review of Competence Progression (ARCP) performance of doctors who passed Professional and Linguistic Assessments Board (PLAB) tests compared with UK medical graduates: national data linkage studyPaul A Tiffin, Jan Illing, Adetayo S Kasim, et al.
The Journal of Continuing Education in the Health Professions|March 6, 2023
Are We Ever Going Back? Exploring the Views of Health Professionals on Postpandemic Continuing Professional Development ModalitiesDara Cassidy, Gareth Edwards, Catherine Bruen, et al.
The Journal of Continuing Education in the Health Professions|October 26, 2023
Five Domains of a Conceptual Framework of Continuing Professional DevelopmentDavid P Sklar, Teresa Chan, Jan Illing, et al.
Medical Science Educator|February 23, 2022
Tips to Support the Recruitment, Retention, and Progression of Clinical AcademicsAmelia Kehoe, Paul Crampton, John Buchanan, et al.
BMJ Open|March 31, 2015
The difficulty of professional continuation among female doctors in Japan: a qualitative study of alumnae of 13 medical schools in JapanKyoko Nomura, Yuka Yamazaki, Larry D Gruppen, et al.
BMJ Simulation & Technology Enhanced Learning|May 6, 2022
Effect of In Situ High-Fidelity Simulation Training on the Emergency management of Pneumonia (INSTEP): a mixed-methods studyOwain Michael Leng, Charlotte Rothwell, Annamarie Buckton, et al.
Medical Education|December 27, 2022
Patient outcomes in a Longitudinal Integrated Clerkship: A systematic literature reviewAlastair Dodsworth, Katie Munro, Hugh Alberti, et al.
BMJ (Clinical Research Ed.)|May 14, 2003
Preregistration house officers in general practice: review of evidenceJan Illing, Tim Van Zwanenberg, William F Cunningham, et al.
International Journal of Environmental Research and Public Health|June 26, 2019
Gender Division of Labor, Burnout, and Intention to Leave Work Among Young Female Nurses in Japan: A Cross-Sectional StudySachiko Minamizono, Kyoko Nomura, Yuki Inoue, et al.
Medical Teacher|May 9, 2008
The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10Iain Colthart, Gellisse Bagnall, Alison Evans, et al.
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