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JAMA|September 8, 2005
Educational programs in US medical schools, 2004-2005Barbara Barzansky, Sylvia I Etzel
AMA Journal of Ethics|January 24, 2022
What Is the Role of Accreditation in Achieving Medical School Diversity?Barbara Barzansky, Robert B Hash, Veronica Catanese, et al.
JAMA|September 11, 2002
Sleep loss and fatigue in residency training: a reappraisalSigrid Veasey, Raymond Rosen, Barbara Barzansky, et al.
Academic Medicine : Journal of the Association of American Medical Colleges|March 28, 2012
The unintended consequences of clarity: reviewing the actions of the Liaison Committee on Medical Education before and after the reformatting of accreditation standardsDan Hunt, Michael Migdal, Robert Eaglen, et al.
Academic Medicine : Journal of the Association of American Medical Colleges|August 20, 2015
The Variables That Lead to Severe Action Decisions by the Liaison Committee on Medical EducationDan Hunt, Michael Migdal, Donna M Waechter, et al.
Medical Teacher|April 22, 2015
Continuous quality improvement in an accreditation system for undergraduate medical education: Benefits and challengesBarbara Barzansky, Dan Hunt, Geneviève Moineau, et al.
The Journal of Continuing Education in the Health Professions|June 15, 2011
Guiding principles for physician reentry programsGretchen P Kenagy, Barbara S Schneidman, Barbara Barzansky, et al.
Medical Teacher|February 13, 2026
Advancing medical and health professional education programs: Highlights from the building excellence seriesKulsoom Ghias, James Rourke, John Jenkins, et al.
Sleep|April 10, 2003
Sleep, fatigue, and medical training: setting an agenda for optimal learning and patient careDaniel J Buysse, Barbara Barzansky, David Dinges, et al.
Disaster Medicine and Public Health Preparedness|April 5, 2008
A consensus-based educational framework and competency set for the discipline of disaster medicine and public health preparednessItalo Subbarao, James M Lyznicki, Edbert B Hsu, et al.
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