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Journal of Evaluation in Clinical Practice|December 5, 1998
Teaching the theory behind guidelines: the Royal College of General Practitioners Guidelines Skills CourseM Eccles, J Grimshaw, R Baker, et al.Journal of Evaluation in Clinical Practice|February 2, 1999
A model for the development of evidence-based clinical guidelines at local level--the Leicestershire Genital Chlamydia Guidelines ProjectT Stokes, R Shukla, P Schober, et al.Journal of Evaluation in Clinical Practice|February 2, 1999
Reviewing and selecting outcome measures for use in routine practiceJ Greenhalgh, A F Long, A J Brettle, et al.Journal of Evaluation in Clinical Practice|December 12, 2007
Asthma patients with low perceived burden of illness: a challenge for guideline adherenceAntonius Schneider, Kathrin Biessecker, Renate Quinzler, et al.Journal of Evaluation in Clinical Practice|December 12, 2007
Effects of a nationwide programme: interventions to reduce perceived barriers to collaboration and to increase structural one-on-one contactJantien Heideman, Miranda Laurant, Peter Verhaak, et al.Journal of Evaluation in Clinical Practice|December 12, 2007
Estimation and prediction system for multi-state disease process: application to analysis of organized screening regimeChi-Ming Chang, Wen-Chou Lin, Hsu-Sung Kuo, et al.Journal of Evaluation in Clinical Practice|December 12, 2007
Are the outcomes of clinical pathways evidence-based? A critical appraisal of clinical pathway evaluation researchNoha El Baz, Berrie Middel, Jitse P van Dijk, et al.Journal of Evaluation in Clinical Practice|December 12, 2007
Evaluating complex public health interventions: theory, methods and scope of realist enquiryJames B ConnellyJournal of Evaluation in Clinical Practice|November 19, 2016
Challenges to the validity of using medicine labels to categorize clinical behavior: An empirical and normative critique of "off-label" prescribingNarcyz Ghinea, Ian Kerridge, Miles Little, et al.Journal of Evaluation in Clinical Practice|August 12, 2004
Introducing the Learning Practice--III. Leadership, empowerment, protected time and reflective practice as core contextual conditionsRosemary Rushmer, Diane Kelly, Murray Lough, et al.Pageof 407