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Medical Teacher|November 1, 2023
Mentorship in health professions education - an AMEE guide for mentors and mentees: AMEE Guide No. 167Subha Ramani, Rashmi A Kusurkar, Johnny Lyon-Maris, et al.Medical Education|July 9, 2015
How clinical supervisors develop trust in their trainees: a qualitative studyKaren E Hauer, Sandra K Oza, Jennifer R Kogan, et al.Medical Teacher|May 22, 2021
On the validity of summative entrustment decisionsClaire Touchie, Benjamin Kinnear, Daniel Schumacher, et al.SAGE Open Medicine|March 29, 2017
Performance of a cognitive load inventory during simulated handoffs: Evidence for validityJohn Q Young, Christy K Boscardin, Savannah M van Dijk, et al.Journal of General Internal Medicine|April 19, 2013
Developing entrustable professional activities as the basis for assessment of competence in an internal medicine residency: a feasibility studyKaren E Hauer, Krishan Soni, Patricia Cornett, et al.Plos One|June 12, 2024
The use of virtual nominal groups in healthcare research: An extended scoping reviewSeung Ho Lee, Olle Ten Cate, Michael Gottlieb, et al.Plos One|January 20, 2023
Protocol for an extended scoping review on the use of virtual nominal group technique in researchSusan Humphrey-Murto, Seung Ho Lee, Michael Gottlieb, et al.Medical Teacher|June 10, 2017
Toward a research agenda for competency-based medical educationLarry Gruppen, Jason R Frank, Jocelyn Lockyer, et al.Medical Teacher|May 14, 2021
Clarifying essential terminology in entrustmentDaniel J Schumacher, Olle Ten Cate, Arvin Damodaran, et al.Medical Teacher|May 26, 2021
Competency-based time-variable training internationally: Ensuring practical next steps in the wake of the COVID-19 pandemicDaniel J Schumacher, Holly Caretta-Weyer, Jamiu Busari, et al.Pageof 24