“Continuity” as an Organizing Principle for Clinical Education Reform

Cited by (538)

Items 101–200 of 538

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3. Meeting the challenges of training more medical students: lessons from Flinders University's distributed medical education program
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8. Development and Evaluation, of a Longitudinal Case-Based Learning (CBL) Experience for a Geriatric Medicine Rotation
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9. Implementing longitudinal integrated curricula: Systematic review of barriers and facilitators
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10. An Integrated Model for Radiology Education
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11. A comparative study of the effect of the Time for Dementia programme on medical students
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12. Academic outcomes of a community-based longitudinal integrated clerkships program
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13. Internal Medicine Clerkship Characteristics Associated With Enhanced Student Examination Performance
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15. Caring to Care: Applying Noddings’ Philosophy to Medical Education
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16. Early learner perceptions of the attributes of effective preceptors
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18. Navigating the Discontinuity Crisis in Medical Education
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19. The Patient Centered Medical Home as Curricular Model: Perceived Impact of the “Education-Centered Medical Home”
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20. Roadmap for creating an accelerated three-year medical education program
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21. Learning in Practice: A Valuation of Context in Time-Variable Medical Training
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22. Continuity in Undergraduate Medical Education: Mission Not Accomplished
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23. Medical students and clinical placements - a qualitative study of the continuum of professional identity formation
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24. Extraordinary Learning in the Workplace
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25. Defiance, compliance, or alliance? How we developed a medical professionalism curriculum that deliberately connects to cultural context
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26. Clinical participation of medical students in three contemporary training models
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27. Dundee’s Longitudinal Integrated Clerkship: drivers, implementation and early evaluation
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28. A phenomenological study of new doctors’ transition to practice, utilising participant-voiced poetry
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30. Putting the Pediatrics Milestones Into Practice: A Consensus Roadmap and Resource Analysis
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31. Patient outcomes in a Longitudinal Integrated Clerkship: A systematic literature review
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32. In Pursuit of Educational Integrity: Professional Identity Formation in the Harvard Medical School Cambridge Integrated Clerkship
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33. Continuity: middle C--a very good place to start.
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34. Using a framework to implement large-scale innovation in medical education with the intent of achieving sustainability
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35. A Qualitative Exploration of Multiple Perspectives on Transfer of Learning Between Classroom and Clinical Workplace
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36. Learning From Patients: Why Continuity Matters
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37. How to Progress from Discourse to Practice? A New Agenda for Change in Medical Schools into the Next Decade
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38. Blueprint for an Undergraduate Primary Care Curriculum
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39. Entrustment Decision Making in the Core Entrustable Professional Activities: Results of a Multi-Institutional Study
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40. What is the impact of longitudinal rural medical student clerkships on clinical supervisors and hospitals?
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41. Perspective: Creating the Next Generation of General Internists: A Call for Medical Education Reform
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42. Training medical students for the twenty-first century: Rationale and development of the Utrecht curriculum “CRU+”
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43. Abraham Flexnerʼs “Mooted Question” and the Story of Integration
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44. Organisation of workplace learning: a case study of paediatric residents’ and consultants’ beliefs and practices
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45. Medical student perceptions of a mistreatment program during the surgery clerkship
    Brittany N. Hasty, Sarah E. Miller, Sylvia Bereknyei Merrell, Dana T. Lin, Edward S. Shipper, James N. Lau · 2018 · The American Journal of Surgery
46. Diffusion of innovation and longitudinal integrated clerkships: Results of the clerkship directors in internal medicine annual survey
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47. The Refugee Health Partnership: A Longitudinal Experiential Medical Student Curriculum in Refugee/Asylee Health
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48. Determining electrocardiography training priorities for medical students using a modified Delphi method
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49. Medical Student Identity Construction Within Longitudinal Integrated Clerkships: An International, Longitudinal Qualitative Study
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50. 'I felt colonised': emerging clinical teachers on a new rural teaching platform
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51. Students’ experiences of role, relationships and learning in two clerkship models
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52. Supervisor–trainee continuity and the quality of work‐based assessments
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53. Centralized Assessment in Graduate Medical Education: Cents and Sensibilities
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54. UK longitudinal integrated clerkships: where are we now?
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55. The power of questions: a discourse analysis about doctor–student interaction
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56. A National Survey of Undergraduate Clinical Education in Internal Medicine
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57. Surgical Skills Acquisition: Performance of Students Trained in a Rural Longitudinal Integrated Clerkship and Those From a Traditional Block Clerkship on a Standardized Examination Using Simulated Patients
    Kathleen Dwyer Brooks, Robert D. Acton, Karla Hemesath, Connie C. Schmitz · 2013 · Journal of surgical education
58. Learning to be a doctor: Medical students’ perception of their roles in longitudinal outpatient clerkships
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59. Alliance, Trust, and Loss: Experiences of Patients Cared for by Students in a Longitudinal Integrated Clerkship
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60. Preceptor teaching tips in longitudinal clerkships
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61. Supervisor Continuity or Co-Location
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62. Clinical education in the osteopathy program at Victoria University
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63. Exploring patterns and pattern languages of medical education
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64. Same but Different: Exploring Mechanisms of Learning in a Longitudinal Integrated Clerkship
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65. Influence of organization and demographic characteristics of primary care practices on continuity of care: analysis of a retrospective cohort from 287 primary care practices covering about 6 million people in Catalonia
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66. Longitudinal assessment in an undergraduate longitudinal integrated clerkship: The mini Clinical Evaluation Exercise (mCEX) profile
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68. A BEME systematic review of teaching interventions to equip medical students and residents in early recognition and prompt escalation of acute clinical deteriorations: BEME Guide No. 62
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69. Career destinations of graduates from a medical school with an 18-week longitudinal integrated clerkship in general practice: a survey of alumni 6 to 8 years after graduation
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70. Applying self‐determination theory to stem medical schools' clinical teacher sustainability crisis
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71. The Gap Between Current and Ideal Approaches to the Core EPAs: A Mixed Methods Study of Recent Medical School Graduates
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73. Relationships Matter: Enhancing Trainee Development with a (Simple) Clerkship Curriculum Reform
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74. Formação Médica na UFSB: II. O Desafio da Profissionalização no Regime de Ciclos
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75. Patient perceptions of students in a longitudinal integrated clerkship in Taiwan: a qualitative study
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76. Longitudinal integrated clerkship evaluations in UK medical schools: a narrative literature review
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77. Keystone: Exploring Pediatric Residents’ Experiences in a Longitudinal Integrated Block
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79. Clinical scholarship among preceptors supervising longitudinal integrated medical clerkships in regional and rural communities of practice
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80. User reception of a simple online multisource feedback tool for residents
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82. Flinders University School of Medicine, Northern Territory, Australia: Achieving Educational Excellence along with a Sustainable Rural Medical Workforce
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83. Coproducing clinical curricula in undergraduate medical education: Student and faculty experiences in longitudinal integrated clerkships
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84. Creating a Longitudinal Environment of Awareness
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85. Innovations in anaesthesia medical student clerkships
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86. If we keep doing what we’re doing we’ll keep getting what we’re getting: A need to rethink “academic” medicine
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87. The Enculturation of Medical Students and Residents
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88. Enhancing knowledge and coordination in obesity treatment: a case study of an innovative educational program
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89. From the lens of the clinical residents: undergraduate to postgraduate medical education and the transition process
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91. The Residency Match: Escaping the Prisoner's Dilemma
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93. Structuring Medical Education for Workforce Transformation: Continuity, Symbiosis and Longitudinal Integrated Clerkships
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96. Using Observations of Clinicians??? Teaching Practices to Build a Model of Clinical Instruction
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97. A new model of undergraduate clinical education?
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98. Length of Attending-Student and Resident-Student Interactions in the Inpatient Medicine Clerkship
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100. Ambulatory Long Block: A Model of Precision Education and Assessment for Internal Medicine Residents
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