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Medical Education
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September 8, 2018
Embracing the tension between vulnerability and credibility: 'intellectual candour' in health professions education
Elizabeth Molloy, Margaret Bearman
Medical Teacher
|
April 19, 2017
Intellectual streaking: The value of teachers exposing minds (and hearts)
Margaret Bearman, Elizabeth Molloy
Nurse Education Today
|
November 27, 2016
The influence of a preceptor-student 'Daily Feedback Tool' on clinical feedback practices in nursing education: A qualitative study
Louise Allen, Elizabeth Molloy
Medical Education
|
July 20, 2025
Narrative candour: Learning from diverse stories of imperfect medical practice
Margaret Bearman, Elizabeth Molloy, Lara Varpio
Medical Education
|
June 8, 2018
'I will never ever go back': patients' written narratives of health care communication
Charlotte Denniston, Elizabeth Molloy, Charlotte E Rees
Advances in Health Sciences Education : Theory and Practice
|
October 16, 2024
The stigma of underperformance in assessment and remediation
Damian J Castanelli, Elizabeth Molloy, Margaret Bearman
Medical Education
|
March 21, 2016
Same-level peer-assisted learning in medical clinical placements: a narrative systematic review
Joanna Tai, Elizabeth Molloy, Terry Haines, et al.
The Journal of Continuing Education in the Health Professions
|
December 7, 2020
Learning With Patients, Students, and Peers: Continuing Professional Development in the Solo Practitioner Workplace
Anna Ryan, Rose Hatala, Ryan Brydges, et al.
Pain Medicine (Malden, Mass.)
|
February 19, 2009
Stigma experienced by people with nonspecific chronic low back pain: a qualitative study
Susan Carolyn Slade, Elizabeth Molloy, Jennifer Lyn Keating
Advances in Simulation (London, England)
|
February 17, 2018
Observer roles that optimise learning in healthcare simulation education: a systematic review
Stephanie O'Regan, Elizabeth Molloy, Leonie Watterson, et al.
Page
of 7
Search research articles
Search
Showing results (1-10 of 64) with videos related to
Sort By:
Page
of 7
Medical Education
|
September 8, 2018
Embracing the tension between vulnerability and credibility: 'intellectual candour' in health professions education
Elizabeth Molloy, Margaret Bearman
Medical Teacher
|
April 19, 2017
Intellectual streaking: The value of teachers exposing minds (and hearts)
Margaret Bearman, Elizabeth Molloy
Nurse Education Today
|
November 27, 2016
The influence of a preceptor-student 'Daily Feedback Tool' on clinical feedback practices in nursing education: A qualitative study
Louise Allen, Elizabeth Molloy
Medical Education
|
July 20, 2025
Narrative candour: Learning from diverse stories of imperfect medical practice
Margaret Bearman, Elizabeth Molloy, Lara Varpio
Medical Education
|
June 8, 2018
'I will never ever go back': patients' written narratives of health care communication
Charlotte Denniston, Elizabeth Molloy, Charlotte E Rees
Advances in Health Sciences Education : Theory and Practice
|
October 16, 2024
The stigma of underperformance in assessment and remediation
Damian J Castanelli, Elizabeth Molloy, Margaret Bearman
Medical Education
|
March 21, 2016
Same-level peer-assisted learning in medical clinical placements: a narrative systematic review
Joanna Tai, Elizabeth Molloy, Terry Haines, et al.
The Journal of Continuing Education in the Health Professions
|
December 7, 2020
Learning With Patients, Students, and Peers: Continuing Professional Development in the Solo Practitioner Workplace
Anna Ryan, Rose Hatala, Ryan Brydges, et al.
Pain Medicine (Malden, Mass.)
|
February 19, 2009
Stigma experienced by people with nonspecific chronic low back pain: a qualitative study
Susan Carolyn Slade, Elizabeth Molloy, Jennifer Lyn Keating
Advances in Simulation (London, England)
|
February 17, 2018
Observer roles that optimise learning in healthcare simulation education: a systematic review
Stephanie O'Regan, Elizabeth Molloy, Leonie Watterson, et al.
Page
of 7