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The Canadian Journal of Nursing Research = Revue Canadienne De Recherche En Sciences Infirmieres|March 7, 2018
Cognitive Load Theory: Implications for Nursing Education and ResearchRuth Chen, Kelly Dore, Lawrence E M Grierson, et al.Chronic Illness|September 13, 2021
Fatigue self-management led by occupational therapists and/or physiotherapists for chronic conditions: A systematic review and meta-analysisSungha Kim, Ying Xu, Kelly Dore, et al.Medical Education|January 14, 2017
Contexts, concepts and cognition: principles for the transfer of basic science knowledgeKulamakan M Kulasegaram, Zarah Chaudhary, Nicole Woods, et al.Advances in Health Sciences Education : Theory and Practice|December 20, 2014
The mediating effect of context variation in mixed practice for transfer of basic scienceKulamakan Kulasegaram, Cynthia Min, Elizabeth Howey, et al.Diagnosis (Berlin, Germany)|March 17, 2019
Experienced physician descriptions of intuition in clinical reasoning: a typologyMeredith Vanstone, Sandra Monteiro, Eamon Colvin, et al.Journal of Surgical Education|June 4, 2013
The orthopaedic in-training examination: perspectives of program directors and residents from the United States and CanadaNathan Evaniew, Ginger Holt, Sharyn Kreuger, et al.Academic Medicine : Journal of the Association of American Medical Colleges|December 24, 2013
The etiology of diagnostic errors: a controlled trial of system 1 versus system 2 reasoningGeoffrey Norman, Jonathan Sherbino, Kelly Dore, et al.Pageof 2