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Surgical Innovation|September 23, 2025
Operating Room Black Box (ORBB): Examining Nurses' Perceptions in a Surgical SettingPria Nippak, Victoria Ross, Housne Begum, et al.Anesthesiology|July 28, 2006
Value of debriefing during simulated crisis management: oral versus video-assisted oral feedbackGeorges L Savoldelli, Viren N Naik, Jason Park, et al.Medical Education|March 25, 2015
Self-regulated learning in simulation-based training: a systematic review and meta-analysisRyan Brydges, Julian Manzone, David Shanks, et al.Perspectives on Medical Education|November 13, 2023
Contradictions and Opportunities: Reconciling Professional Identity Formation and Competency-Based Medical EducationRobert Sternszus, Natasha Khursigara Slattery, Richard L Cruess, et al.Medical Education|July 16, 2023
Medical competence as a multilayered constructOlle Ten Cate, Natasha Khursigara-Slattery, Richard L Cruess, et al.Medical Education|January 29, 2020
Autonomy and professional identity formation in residency training: A qualitative studyAdam P Sawatsky, Wil L Santivasi, Hannah C Nordhues, et al.Journal of Evaluation in Clinical Practice|May 16, 2014
The feasibility of e-learning as a quality improvement toolDaniel Kobewka, Chantal Backman, Paul Hendry, et al.Academic Medicine : Journal of the Association of American Medical Colleges|February 25, 2011
Decoding the learning environment of medical education: a hidden curriculum perspective for faculty developmentJanet P Hafler, Allison R Ownby, Britta M Thompson, et al.Perspectives on Medical Education|March 18, 2022
Reframing professional identity through navigating tensions during residency: A qualitative studyWil L Santivasi, Hannah C Nordhues, Frederic W Hafferty, et al.Academic Medicine : Journal of the Association of American Medical Colleges|December 13, 2022
Fitting In While Standing Out: Professional Identity Formation, Imposter Syndrome, and Burnout in Early-Career Faculty PhysiciansBrianna E Vaa Stelling, Carl A Andersen, Diego A Suarez, et al.Pageof 18