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British Journal of Hospital Medicine (London, England : 2005)|August 16, 2011
Developing clinical leadership capacity among UK foundation traineesJudy McKimm, Junie Wong, Richard Wright, et al.Mededpublish (2016)|February 23, 2023
Using the 'Twelve tips for applying change models' for undergraduate medical curriculum reform in Pakistan: Incorporating a new Trauma Evaluation and Management TEAM® courseRufina Soomro, Sheeraz Ur Rehman, Sobia Ali, et al.Infection and Drug Resistance|December 12, 2018
Health care-associated infections - an overviewMainul Haque, Massimo Sartelli, Judy McKimm, et al.Journal of Medical Ethics|May 19, 2011
Readiness for legally literate medical practice? Student perceptions of their undergraduate medico-legal educationMichael Preston-Shoot, Judy McKimm, Wing May Kong, et al.Leadership in Health Services (Bradford, England)|May 18, 2018
Discipline-specific competency-based curricula for leadership learning in medical specialty trainingSandra Turner, Ming-Ka Chan, Judy McKimm, et al.British Journal of Hospital Medicine (London, England : 2005)|February 7, 2022
Healthcare leadership development during a pandemic: do not stop, adaptJudy McKimm, David Johnstone, Chloe Mills, et al.Medical Teacher|May 3, 2014
Twelve tips for providing effective student support in undergraduate medical educationClaire L Vogan, Judy McKimm, Ana L Da Silva, et al.Expert Review of Anticancer Therapy|November 6, 2018
Initiatives to reduce postoperative surgical site infections of the head and neck cancer surgery with a special emphasis on developing countriesMainul Haque, Judy McKimm, Brian Godman, et al.Medical Teacher|May 14, 2020
Adapting to the impact of COVID-19: Sharing stories, sharing practiceJennifer Cleland, Judy McKimm, Richard Fuller, et al.Nurse Education Today|March 2, 2021
Making their way as academics: A qualitative study examining how nurse academics understand and (re)construct academic identityMark Barrow, Linlin XuPageof 13