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CASE: a computer-aided simulation of the clinical encounter. J Med Educ. 1971;46:443–8.\nvan Meer E. PLATO: from computer-based education to corporate social responsibility. Iterations—an interdisciplinary journal of software. Minneapolis: The Charles Babbage Institute for the History of Information Technology; 2003.\nEllaway RH, Poulton T, Smothers T, Greene P. Virtual patients come of age. Med Teach. 2009;31(8):683–4.\nKononowicz AA, Hege I. Virtual patients as a practical realisation of the e-learning idea in medicine. In: Soomro S, editor. E-learning experiences and future. Rijeka: InTech; 2010. http:\u002F\u002Fwww.intechopen.com\u002Fbooks\u002Fe-learning-experiences-and-future\u002Fvirtual-patients-as-a-practical-realisation-of-the-e-learning-idea-in-medicine. Accessed 17 Dec 2013.\nHuwendiek S, de Leng B, Zary N, Ruiz J, Ellaway R. Towards a typology of virtual patients. Med Teach. 2009;31(8):743–8.\nHuwendiek S, Reichert F, Bosse HM, et al. Design principles for virtual patients: a focus group study among students. Med Educ. 2009;43(6):580–8.\nPosel N, Fleiszer D, Shore BM. 12 tips: guidelines for authoring virtual patient cases. Med Teach. 2009;31(8):701–8.\nPoulton T, Conradi E, Kavia S, Round J. The replacement of ‘paper’ cases by interactive online virtual patients in problem-based learning (PBL). Med Teach. 2009;31(8):752–8.\nBerman N, Fall LH, Smith S, et al. Integration strategies for using virtual patients in clinical clerkships. Acad Med. 2009;84(7):942–9.\nCook DA, Triola MM. Virtual patients: a critical literature review and proposed next steps. Med Educ. 2009;43(4):303–11.\nBoyer EL. Scholarship reconsidered: priorities of the professoriate. Princeton: Carnegie Foundation for the Advancement of Teaching; 1990.\nLeont’ev A. Activity and consciousness. In: Philosophy in the USSR, problems of dialectical materialism. Moscow: Progress Publishers; 1977. pp. 180–202. http:\u002F\u002Fwww.marxists.org\u002Farchive\u002Fleontev\u002Fworks\u002F1977\u002Fleon1977.htm. Accessed 31 Dec 2013.\nEllaway R, Davies D. Design for learning: deconstructing virtual patient activities. Med Teach. 2011;33(4):303–10.\nEngeström Y. Learning by expanding: an activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; 1987.\nEngeström Y. From teams to knots: activity-theoretical studies of collaboration and learning at work. New York: Cambridge University Press; 2008.\nEllaway R, Pusic M, Yavner S, Kalet A. Context matters: emergent variability in an effectiveness trial of online teaching modules. Med Educ. 2014;48(4):386–96.\nMayer RE. Multimedia learning. 2nd ed. New York: Cambridge University Press; 2009. p. 222–4.\nIssenberg S, McGaghie W. Assessing knowledge and skills in the health professions: a continuum of simulation fidelity. In: Tekian A, McGuire C, McGaghie W, editors. Innovative simulations for assessing professional competence: from paper and pencil to virtual reality. Chicago: University of Illinois at Chicago; 1999. p. 125–46.\nColvin Clark R. Scenario-based learning: evidence-based guidelines for online workforce e-learning. San Francisco: Wiley; 2013.\nHuwendiek S, Duncker C, Reichert F, et al. Learner preferences regarding integrating, sequencing and aligning virtual patients with other activities in the undergraduate medical curriculum: a focus group study. Med Teach. 2013;35(11):920–9.\nClauser BE, Margolis MJ, Swanson DB. An examination of the contribution of computer based case simulations to the USMLE step 3 examination. Acad Med. 2002;77(10):S80–2.\nEllaway R, Kneebone R, Lachapelle K, Topps D. Practica continua: connecting and combining simulation modalities for integrated teaching, learning and assessment. Med Teach. 2009;31(8):725–31.\nEllaway R. Activity designs for professional learning. In: Beetham H, Sharpe R, editors. Design for learning: rethinking pedagogy for the digital age. 2nd ed. London: Routledge; 2013. p. 188–203.\nEllaway R. Educational methods, educational systems. Med Teach. 2012;34(5):428–30.\nSchunk DH. Learning theories: an educational perspective. 3rd ed. Upper Saddle River: Merrill; 2000.\nSchmidt HG, Rotgans JI, Yew EHJ. The process of problem-based learning: what works and why. Med Educ. 2011;45(8):792–806.\nDormans J: Beyond iconic simulation. In: IADIS gaming conference. 2008. http:\u002F\u002Fwww.jorisdormans.nl\u002Farticle.php?ref=beyondiconicsimulation. Accessed 22 July 2014.\nBandura A. Social Learning Theory. Oxford: Prentice-Hall; 1977.\nDouglass MA, Casale JP, Skirvin JA, DiVall MV. A virtual patient software program to improve pharmacy student learning in a comprehensive disease management course. Am J Pharm Educ. 2013;77(8):172.\nBediang G, Franck C, Raetzo MA, et al. Developing clinical skills using a virtual patient simulator in a resource-limited setting. Stud Health Technol Inform. 2013;192:102–6.\nHarris JM, Sun H. A randomized trial of two e-learning strategies for teaching substance abuse management skills to physicians. Acad Med. 2013;88(9):1357–62.\nEdelbring S, Broström O, Henriksson P, et al. Integrating virtual patients into courses: follow-up seminars and perceived benefit. Med Educ. 2012;46(4):417–25.\nFrambach J, Driessen E, Chan L, van der Vleuten C. Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning. Med Educ. 2012;46(8):738–47.\nMacLeod A. Six ways problem-based learning cases can sabotage patient-centered medical education. Acad Med. 2011;86(7):818–25.\nDewhurst D, Borgstein E, Grant ME, Begg M. Online virtual patients—A driver for change in medical and healthcare professional education in developing countries? Med Teach. 2009;31(8):721–4.\nBearman M. Is virtual the same as real? medical students’ experiences of a virtual patient. Acad Med. 2003;78(5):538–45.\nPawson R. The science of evaluation: a realist manifesto. London: SAGE; 2013.\nAnderson T, Shattuck J. Design-based research: a decade of progress in education research? Educ Res. 2012;41(1):16–25.\nBordage G. Conceptual frameworks to illuminate and magnify. Med Educ. 2009;43(4):312–9.\nRees CE, Monrouxe LV. Theory in medical education research: how do we get there? Med Educ. 2010;44(4):334–9.\nMonrouxe LV, Rees CE. Picking up the gauntlet: constructing medical education as a social science. Med Educ. 2009;43(3):196–8.\nMann KV. Theoretical perspectives in medical education: past experience and future possibilities. Med Educ. 2011;45(1):60–8.\nBunniss S, Kelly DR. Research paradigms in medical education research. Med Educ. 2010;44(4):358–66.\nEllaway R. Evaluating a virtual learning environment in medical education. Edinburgh: The University of Edinburgh; 2006. https:\u002F\u002Fwww.era.lib.ed.ac.uk\u002Fbitstream\u002F1842\u002F885\u002F1\u002FEllaway_thesis.pdf. 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citation_publication_date=2008; citation_pages=a288; citation_doi=10.1136\u002Fbmj.a288; citation_id=CR23\ncitation_journal_title=Scand J Public Health; citation_title=Systematic text condensation: a strategy for qualitative analysis; citation_author=K Malterud; citation_volume=40; citation_publication_date=2012; citation_pages=795-805; citation_doi=10.1177\u002F1403494812465030; citation_id=CR24\ncitation_journal_title=Acad Med; citation_title=Exploring the construct of psychological safety in medical education; citation_author=SH Tsuei, D Lee, C Ho, G Regehr, L Nimmon; citation_volume=94; citation_publication_date=2019; citation_pages=S28-S35; citation_doi=10.1097\u002FACM.0000000000002897; citation_id=CR25\ncitation_journal_title=Stud High Educ; citation_title=Intimidation in medical education: students’ and teachers’ perspectives; citation_author=M Seabrook; citation_volume=29; citation_publication_date=2004; citation_pages=59-74; citation_doi=10.1080\u002F1234567032000164877; citation_id=CR26\ncitation_journal_title=Mayo Clin Proc; citation_title=Changes in burnout and satisfaction with work–life balance in physicians and the general US working population between 2011 and 2014; citation_author=TD Shanafelt, O Hasan, LN Dyrbye; citation_volume=90; citation_publication_date=2015; citation_pages=1600-1613; citation_doi=10.1016\u002Fj.mayocp.2015.08.023; citation_id=CR27\ncitation_journal_title=Acad Med; citation_title=“Rising to the level of your incompetence”: what physicians’ self-assessment of their performance reveals about the imposter syndrome in medicine; citation_author=KA LaDonna, S Ginsburg, C Watling; citation_volume=93; citation_publication_date=2018; citation_pages=763-768; citation_doi=10.1097\u002FACM.0000000000002046; citation_id=CR28\ncitation_title=Purity and danger: an analysis of concepts of pollution and taboo; citation_publication_date=1966; citation_id=CR29; citation_author=M Douglas; citation_publisher=Praeger\ncitation_journal_title=J Grad Med Educ; citation_title=Risky business: psychological safety and the risks of learning medicine; citation_author=WE Bynum, TM Haque; citation_volume=8; citation_publication_date=2016; citation_pages=780-782; citation_doi=10.4300\u002FJGME-D-16-00549.1; citation_id=CR30\ncitation_title=Managing the risk of learning: psychological safety in work teams; citation_publication_date=2002; citation_id=CR31; citation_author=AC Edmondson\ncitation_title=A secure base: parent-child attachment and healthy human development; citation_publication_date=1988; citation_id=CR32; citation_author=J Bowlby; citation_publisher=Basic Books\ncitation_journal_title=Symb Interact; citation_title=Reflections on varieties of shame induction, shame management, and shame avoidance in some works of Erving Goffman; citation_author=CB Gardner, WP Gronfein; citation_volume=28; citation_publication_date=2005; citation_pages=175-182; citation_doi=10.1525\u002Fsi.2005.28.2.175; citation_id=CR33\ncitation_journal_title=J Med Educ Curric Dev; citation_title=Stretching the comfort zone: early clinical contact, emotions, and professional identity formation in medical students; citation_author=E Schei, H Knoop, M Gismervik, M Mylopoulos, JD Boudreau; citation_volume=6; citation_publication_date=2019; citation_pages=2382120519843875; citation_doi=10.1177\u002F2382120519843875; citation_id=CR34",{"EN":220},"This study explores how senior medical students’ experience and react to shame during clinical placements by asking them to reflect on (1) manifestations of shame experiences, (2) situations and social interactions that give rise to shame, and (3) perceived effects of shame on learning and professional identity development. In this interpretive study, the authors recruited 16 senior medical students from two classes at a Norwegian medical school. In three focus group interviews, participants were invited to reflect on their experiences of shame. The data were analyzed using systematic text condensation, producing rich descriptions about students’ shame experiences. All participants had a range of shame experiences, with strong emotional, physical, and cognitive reactions. Shame was triggered by a range of clinician behaviours interpreted as disinterest, disrespect, humiliation, or breaches of professionalism. Shame during clinical training caused loss of confidence and motivation, worries about professional competence, lack of engagement in learning, and distancing from shame-associated specialties. No positive effects of shame were reported. Shame reactions in medical students were triggered by clinician behaviour that left students feeling unwanted, rejected, or burdensome, and by humiliating teaching situations. Shame had deleterious effects on motivation, learning, and professional identity development. This study has implications for learners, educators, and clinicians, and it may contribute to increased understanding of the importance of supportive learning environments and supervisors’ social skills within the context of medical education.",{"EN":222},"Shame in medical clerkship: “You just feel like dirt under someone’s shoe”",{"VOID":224},"10.1007\u002Fs40037-021-00665-w","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40037-021-00665-w","https:\u002F\u002Flink.springer.com\u002Fcontent\u002Fpdf\u002F10.1007\u002Fs40037-021-00665-w.pdf",[228,244,259],{"id":229,"sortIndex":230,"researcher":22,"roles":231,"affiliations":232,"properties":241},"8bfc3c67-2394-4263-8539-1f83ba54203b",2,[158],[233],{"id":22,"sortIndex":23,"affiliation":234,"properties":22},{"id":235,"createTime":236,"updateTime":236,"relativeEntities":237,"slug":22,"properties":238,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"cf500d3e-b79d-47da-8918-7512aa4789e6","2024-01-11T15:09:35.843+00:00",[],{"title":239},{"VI":240},"Centre for Medical Education and Department of Global Public Health and Primary Care, University of Bergen, Bergen, Norway",{"title":242},{"VI":243},"Schei, 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Stefan",{"url":225,"publisher":277,"properties":306},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":278,"slug":10,"properties":279,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":284,"manageAffiliations":285,"indexDatabases":286,"url":22,"thumbnailPath":22,"statistic":301,"gsStatistic":22,"type":130,"analyzePriority":22},[],{"issn":280,"eissn":281,"title":282,"url":283},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[287,294],{"id":87,"indexDatabase":288,"url":100,"indexYears":101,"academicFieldIds":293,"indexDatabaseRanking":105},{"id":89,"createTime":90,"updateTime":91,"relativeEntities":289,"label":290,"description":291,"key":97,"publicationTags":292,"standard":22},[],{"EN":94,"VI":94},{"EN":94,"VI":96},[99],[103,104],{"id":67,"indexDatabase":295,"url":82,"indexYears":22,"academicFieldIds":300,"indexDatabaseRanking":22},{"id":69,"createTime":70,"updateTime":71,"relativeEntities":296,"label":297,"description":298,"key":78,"publicationTags":299,"standard":22},[],{"EN":74,"VI":74},{"VI":76,"EN":77},[80,81],[84,85],{"impactFactor":23,"impactFactorByYear":302,"i10Index":110,"i10IndexLast5Year":23,"totalPublication":111,"totalPublicationByYear":303,"totalCitation":124,"totalCitationByYear":304,"totalCitationPerPublication":127,"totalCitationPerPublicationByYear":305,"hindexLast5Year":115,"hindex":115},{"2018":108,"2019":109},{"2012":113,"2013":114,"2014":115,"2015":116,"2016":117,"2017":118,"2018":119,"2019":120,"2020":121,"2021":122,"2022":123},{"2017":126},{"2017":129},{"volume":307,"pages":309,"issue":311},{"VOID":308},"10",{"VOID":310},"265-271",{"VOID":312},"5","2021-10-01",2021,{"id":316,"createTime":317,"updateTime":317,"relativeEntities":318,"slug":22,"properties":319,"entityType":150,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":328,"fullTextUrl":22,"authors":329,"publicationType":171,"publisherRelationship":357,"citationCount":22,"citationInfo":22,"publishDate":392,"publishYear":393,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":209},"eda6d5a6-2e8c-41f0-be09-2a17d16bcde3","2023-12-13T23:42:21.682+00:00",[],{"references":320,"abstract":322,"title":324,"doi":326},{"VOID":321},"Connelly LM. Limitation Section. Medsurg Nurs. 2013;22:325–36.\nPuhan M, Akl E, Bryant D, Zie F, Apolone G, ter Riet G. Discussing study limitations in reports of biomedical studies-the need for more transparency. Health Qual Life Outcomes. 2012;10(23) https:\u002F\u002Fdoi.org\u002F10.1186\u002F1477-7525-10-23.\nWang M, Bolland M, Grey A. Reporting of limitations of observational research. JAMA Intern Med. 2015;175:1571–2.\nRingsted C, Hodges B, Scherpbier A. The research compass: an introduction to research in medical education: AMEE guide no. 56. Med Teach. 2001;33:695–709.\nNorman G. Research in medical education: three decades of progress. BMJ. 2002;324:1560–2.\nCook DA, Bordage G, Schmidt HG. Description, justification and clarification: a framework for classifying the purposes of research in medical education. Med Educ. 2008;42:128–33.\nGruppen LD. Is medical education research ‘hard’ or ‘soft’ research? Adv Health Sci Educ Theory Pract. 2008;13:1–2.\nPrice JH, Murnan J. Research limitations and the necessity of reporting them. Am J Health Educ. 2004;35:66–7.\nGreener S. Research limitations: the need for honesty and common sense. Inter Learn Environ. 2018;26:567–8.\nBunniss S, Kelly DR. Research paradigms in medical education research. Med Educ. 2010;44:358–66.\nAdler ES, Clark R. How it’s done: an invitation to social research. 2nd ed. Belmont: Wadsworth\u002FThomson Learning; 2003.\nDrotar D. Thoughts on establishing research significance and preserving scientific integrity. J Pediatr Psychol. 2008;33:1–5.\nChasan-Taber L. Writing Dissertation Proposals and Grants: epidemiology, preventative medicine, and biostatistics. 1st ed. Boca Raton: Taylor & Francis Group; 2014.\nAnesley TM. The discussion section: your closing argument. Clin Chem. 2010;56:1671–4.\nEva K, Lingard L. What’s next? A guiding question for educators engaged in educational research. Med Educ. 2008;42:752–4.\nIoannidis JPA. Limitations are not properly acknowledged in the scientific literature. J Clinc Epid. 2007;60:324–9.\nLingard L. The art of limitations. Perspect Med Educ. 2015;4:136–7.\nCreswell JW. Research design. Qualitative, quantitative, and mixed methods approaches. 2nd ed. Thousand Oaks: SAGE; 2003.\nLavrakas PJ. Encylopedia of survey research methods. Thousand Oaks: SAGE; 2008.\nKenrick DT, Neuberg SL, Social Psychology CRB. Unraveling the mystery. Boston: Allyn & Bacon; 2002.\nNederhof A. Methods of coping with social desirability bias: a review. Eur J Soc Psychol. 1985;15:263–80.\nKrumpal I. Determinants of social desirability bias in sensitive surveys: a literature review. Qual Quant Intern J Method. 2013;47:2025–47.\nSegwick P, Greenwood N. Understanding the hawthorne Effec. BMJ. 2015. https:\u002F\u002Fdoi.org\u002F10.1136\u002Fbmj.h4672.\nLaw J. A dictionary of business and management (Oxford quick reference). 6th ed. Oxford: University Press; 2009.\nCurran-Deverett D, Milgrom H. Post-hoc data analysis: benefits and limitations. Curr Opin Allergy Clin Immunol. 2013;13:223–4.\nPannucci CJ, Wilkins EG. Identifying and avoiding bias in research. Plast Reconstr Surg. 2010;126:619–25.\nBagg A. Discussion: the heart of the paper. Indian Pediatr. 2016;53:901–4.\nDrotar D. How to write an effective results and discussion for the Journal of Pediatric Psychology. J Pediatr Psychol. 2009;34:339–43.\nOlsen R. Self-selection bias. In: Lavrakas PJ, editor. Encyclopedia of survey research methods. Thousand Oaks: SAGE; 2008. pp. 809–10.\nBabbie E. The practice of social research. 8th ed. Belmont: Wadsworth Publishing Company; 1998.\nResnik DB, Shamoo AE. Reproducibility and research integrity. Account Res. 2017;24:116–23.\nBordage G. Reasons reviewers reject and accept manuscripts: The strengths and weaknesses in medical education reports. Acad Med. 2001;76:889–96.",{"EN":323},"Study limitations represent weaknesses within a research design that may influence outcomes and conclusions of the research. Researchers have an obligation to the academic community to present complete and honest limitations of a presented study. Too often, authors use generic descriptions to describe study limitations. Including redundant or irrelevant limitations is an ineffective use of the already limited word count. A meaningful presentation of study limitations should describe the potential limitation, explain the implication of the limitation, provide possible alternative approaches, and describe steps taken to mitigate the limitation. This includes placing research findings within their proper context to ensure readers do not overemphasize or minimize findings. A more complete presentation will enrich the readers’ understanding of the study’s limitations and support future investigation.",{"EN":325},"Limited by our limitations",{"VOID":327},"10.1007\u002Fs40037-019-00530-x","https:\u002F\u002Faccount.pmejournal.org\u002Findex.php\u002Fup-j-pme\u002Farticle\u002Fview\u002F306",[330,345],{"id":331,"sortIndex":23,"researcher":22,"roles":332,"affiliations":333,"properties":342},"09da7682-0e0d-4f0d-bf77-3ec93fa6e462",[158],[334],{"id":22,"sortIndex":23,"affiliation":335,"properties":22},{"id":336,"createTime":337,"updateTime":337,"relativeEntities":338,"slug":22,"properties":339,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"4560e43b-0894-40ba-b221-62779b2ca631","2023-12-08T21:46:25.748+00:00",[],{"title":340},{"VI":341},"Medical School, University of Michigan, Ann Arbor, USA",{"title":343},{"VI":344},"Paula T. Ross",{"id":346,"sortIndex":53,"researcher":22,"roles":347,"affiliations":348,"properties":354},"cbd0a358-aadb-4157-8624-6bbf8e98bdda",[158],[349],{"id":22,"sortIndex":23,"affiliation":350,"properties":22},{"id":336,"createTime":337,"updateTime":337,"relativeEntities":351,"slug":22,"properties":352,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":353},{"VI":341},{"title":355},{"VI":356},"Nikki L. Bibler Zaidi",{"url":328,"publisher":358,"properties":387},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":359,"slug":10,"properties":360,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":365,"manageAffiliations":366,"indexDatabases":367,"url":22,"thumbnailPath":22,"statistic":382,"gsStatistic":22,"type":130,"analyzePriority":22},[],{"issn":361,"eissn":362,"title":363,"url":364},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[368,375],{"id":87,"indexDatabase":369,"url":100,"indexYears":101,"academicFieldIds":374,"indexDatabaseRanking":105},{"id":89,"createTime":90,"updateTime":91,"relativeEntities":370,"label":371,"description":372,"key":97,"publicationTags":373,"standard":22},[],{"EN":94,"VI":94},{"EN":94,"VI":96},[99],[103,104],{"id":67,"indexDatabase":376,"url":82,"indexYears":22,"academicFieldIds":381,"indexDatabaseRanking":22},{"id":69,"createTime":70,"updateTime":71,"relativeEntities":377,"label":378,"description":379,"key":78,"publicationTags":380,"standard":22},[],{"EN":74,"VI":74},{"VI":76,"EN":77},[80,81],[84,85],{"impactFactor":23,"impactFactorByYear":383,"i10Index":110,"i10IndexLast5Year":23,"totalPublication":111,"totalPublicationByYear":384,"totalCitation":124,"totalCitationByYear":385,"totalCitationPerPublication":127,"totalCitationPerPublicationByYear":386,"hindexLast5Year":115,"hindex":115},{"2018":108,"2019":109},{"2012":113,"2013":114,"2014":115,"2015":116,"2016":117,"2017":118,"2018":119,"2019":120,"2020":121,"2021":122,"2022":123},{"2017":126},{"2017":129},{"volume":388,"pages":390},{"VOID":389},"8",{"VOID":391},"261-264","2019-07-25",2019,{"id":395,"createTime":396,"updateTime":397,"relativeEntities":398,"slug":399,"properties":400,"entityType":150,"verifyStatus":151,"verifyTime":397,"verifyNote":152,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":407,"fullTextUrl":22,"authors":408,"publicationType":171,"publisherRelationship":426,"citationCount":22,"citationInfo":22,"publishDate":460,"publishYear":461,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":209},"27a13b07-b793-46fb-8e38-9385f58efcfc","2024-02-07T20:04:13.235+00:00","2024-12-23T23:41:59.207+00:00",[],"Research-skills-the-neglected-competency-in-tomorrow-s-21st-century-doctors",{"references":401,"title":403,"doi":405},{"VOID":402},"Lemon TI, Lampard R, Stone BA. Research skills for undergraduates: a must! Perspect Med Educ. 2013. doi:10.1007\u002Fs40037-013-0054-3.\nBoyer Commission on Educating Undergraduates in the Research University. Reinventing undergraduate education: a blueprint for America’s Research Universities. Stony Brook: State University of New York; 1998.\nWoolf SH. The meaning of translational research and why it matters. JAMA. 2008;299(2):211–3.",{"EN":404},"Research skills: the neglected competency in tomorrow’s 21st-century doctors",{"VOID":406},"10.1007\u002Fs40037-013-0087-7","https:\u002F\u002Fpmejournal.org\u002Farticles\u002F10.1007\u002FS40037-013-0087-7",[409],{"id":410,"sortIndex":23,"researcher":22,"roles":411,"affiliations":412,"properties":423},"ca4a21ff-d836-4dbf-8016-dd947919306b",[158],[413],{"id":22,"sortIndex":23,"affiliation":414,"properties":22},{"id":415,"createTime":416,"updateTime":417,"relativeEntities":418,"slug":419,"properties":420,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"320ccebe-dd88-47c8-a5d5-34d34c64e00c","2023-12-13T11:46:36.073+00:00","2025-02-08T04:37:34.284+00:00",[],"College-of-Medicine-Alfaisal-University-Riyadh-Saudi-Arabia",{"title":421},{"VI":422},"College of Medicine, Alfaisal University, Riyadh, Saudi Arabia",{"title":424},{"VI":425},"Ahmed Abu-Zaid",{"url":407,"publisher":427,"properties":456},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":428,"slug":10,"properties":429,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":434,"manageAffiliations":435,"indexDatabases":436,"url":22,"thumbnailPath":22,"statistic":451,"gsStatistic":22,"type":130,"analyzePriority":22},[],{"issn":430,"eissn":431,"title":432,"url":433},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[437,444],{"id":87,"indexDatabase":438,"url":100,"indexYears":101,"academicFieldIds":443,"indexDatabaseRanking":105},{"id":89,"createTime":90,"updateTime":91,"relativeEntities":439,"label":440,"description":441,"key":97,"publicationTags":442,"standard":22},[],{"EN":94,"VI":94},{"EN":94,"VI":96},[99],[103,104],{"id":67,"indexDatabase":445,"url":82,"indexYears":22,"academicFieldIds":450,"indexDatabaseRanking":22},{"id":69,"createTime":70,"updateTime":71,"relativeEntities":446,"label":447,"description":448,"key":78,"publicationTags":449,"standard":22},[],{"EN":74,"VI":74},{"VI":76,"EN":77},[80,81],[84,85],{"impactFactor":23,"impactFactorByYear":452,"i10Index":110,"i10IndexLast5Year":23,"totalPublication":111,"totalPublicationByYear":453,"totalCitation":124,"totalCitationByYear":454,"totalCitationPerPublication":127,"totalCitationPerPublicationByYear":455,"hindexLast5Year":115,"hindex":115},{"2018":108,"2019":109},{"2012":113,"2013":114,"2014":115,"2015":116,"2016":117,"2017":118,"2018":119,"2019":120,"2020":121,"2021":122,"2022":123},{"2017":126},{"2017":129},{"volume":457,"pages":458},{"VOID":204},{"VOID":459},"63-65","2013-10-04",2013,{"id":463,"createTime":464,"updateTime":465,"relativeEntities":466,"slug":467,"properties":468,"entityType":150,"verifyStatus":151,"verifyTime":465,"verifyNote":152,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":477,"fullTextUrl":22,"authors":478,"publicationType":171,"publisherRelationship":540,"citationCount":22,"citationInfo":22,"publishDate":575,"publishYear":576,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":209},"8198e4d2-f41c-487c-9d5d-ceae77cabf4f","2023-12-07T22:06:06.173+00:00","2025-01-17T23:41:54.926+00:00",[],"A-national-strategy-to-engage-medical-students-in-otolaryngology-head-and-neck-surgery-medical-education-the-LearnENT-ambassador-program",{"references":469,"abstract":471,"title":473,"doi":475},{"VOID":470},"Campisi P, Asaria J, Brown D. Undergraduate otolaryngology education in Canadian medical schools. Laryngoscope. 2008;118:1941–50.\nWong A, Fung K. Otolaryngology in undergraduate medical education. J Otolaryngol Head Neck Surg. 2009;38:38–48.\nScott GM, Best CAE, Micomonaco DC. Otolaryngology exposure in a longitudinal integrated clerkship setting. J Otolaryngol Head Neck Surg. 2017;46:51.\nKohlert S, Scherer N, Kherani S, McLean L. The utilization of the iOS platform to create learnENT: an interactive educational app in otolaryngology—Head and neck surgery. Educ Res Int. 2012;2012:1–9.\nRajagopal. Consumer behavior theories: convergence of divergent perspectives with applications to marketing and management. New York: Business Expert; 2018.\nSchmidt HJ, Baumgarth C. Strengthening internal brand equity with brand ambassador programs: development and testing of a success factor model. J Brand Manag. 2018;25:250–65.\nAndersson M, Ekman P. Ambassador networks and place branding. J Place Manag Dev. 2009;2:41–51.\nSalna M, Sia T, Curtis G, Leddy D, Widmann WD. Sustained increased entry of medical students into surgical careers: a student-led approach. J Surg Educ. 2016;73:151–6.\nBunting SR, Saqueton R, Batteson TJ. A guide for designing student-led, interprofessional community education initiatives about HIV risk and pre-exposure prophylaxis. MedEdPORTAL. 2019;15:10818.\nFletcher A, Chen BY, Benrimoh D, Shemie S, Lubarsky S. Lessons learned from a student-driven initiative to design and implement an organ and tissue donation course across Canadian medical schools. Perspect Med Educ. 2018;7:332–6.\nFrank JR, Bandiera G, Sherbino J, Royal College of Physicians and Surgeons of Canada. The CanMEDS assessment tools handbook: an introductory guide to assessment methods for the CanMEDS competencies. 2006.\nSolar A. 4 steps to set your brand ambassador program up for guaranteed growth. 2019. https:\u002F\u002Fsproutsocial.com\u002Finsights\u002Fbrand-ambassadors\u002F. Accessed 7 June 2020.",{"EN":472},"In the realm of medical education, student-led ambassador programs represent an innovative approach to increase awareness about medical education resources. LearnENT is an internationally recognized otolaryngology-head and neck surgery (OHNS) smartphone app and website designed for medical trainees to learn about OHNS. However, upon the initial launch of the app, there was a lack of medical student awareness and engagement. In this article, we highlight the process and lessons learned from developing an ambassador program to increase the national presence and uptake of LearnENT. Medical students from across Canada were recruited and trained to promote the app at their respective institutions. Ambassadors hosted events and spearheaded initiatives around the country with the goal of showcasing LearnENT. Furthermore, ambassadors were engaged in scholarly initiatives such as creating educational content for LearnENT and giving presentations at national conferences. Critical factors in the success of a student-led ambassador program include ensuring widespread dissemination of the program, establishing clear expectations for ambassadors, equipping ambassadors with standardized promotional material, and promoting collaboration to collectively work towards addressing challenges. When creating a national student-led group such as an ambassador program, outreach to senior stakeholders can be an effective way to involve students at different institutions, provide mentorship opportunities for students and provide opportunities for educational scholarship. With new medical education innovations constantly surfacing, the LearnENT ambassador program model can be applied in other contexts to increase awareness of medical education resources.",{"EN":474},"A national strategy to engage medical students in otolaryngology-head and neck surgery medical education: the LearnENT ambassador program",{"VOID":476},"10.1007\u002Fs40037-020-00607-y","https:\u002F\u002Faccount.pmejournal.org\u002Findex.php\u002Fup-j-pme\u002Farticle\u002Fview\u002F76",[479,494,509,525],{"id":480,"sortIndex":230,"researcher":22,"roles":481,"affiliations":482,"properties":491},"1113e9a9-4e21-4365-aafe-61bac9ae946d",[158],[483],{"id":22,"sortIndex":23,"affiliation":484,"properties":22},{"id":485,"createTime":486,"updateTime":486,"relativeEntities":487,"slug":22,"properties":488,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"32b610b1-3160-43a2-9922-4a6b78e2819c","2023-12-07T22:06:06.306+00:00",[],{"title":489},{"VI":490},"Department of Otolaryngology—Head and Neck Surgery, University of Ottawa, Ottawa, Canada",{"title":492},{"VI":493},"Corliss Best",{"id":495,"sortIndex":53,"researcher":22,"roles":496,"affiliations":497,"properties":506},"45427478-ec6a-4a60-a5d6-040c95f9c247",[158],[498],{"id":22,"sortIndex":23,"affiliation":499,"properties":22},{"id":500,"createTime":501,"updateTime":501,"relativeEntities":502,"slug":22,"properties":503,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"15981d18-c5da-4f72-9127-6139795ccf91","2023-12-07T22:05:56.844+00:00",[],{"title":504},{"VI":505},"University of Ottawa Faculty of Medicine, University of Ottawa, Ottawa, Canada",{"title":507},{"VI":508},"Elysia Grose",{"id":510,"sortIndex":511,"researcher":22,"roles":512,"affiliations":513,"properties":522},"41cb33e8-9d9f-431e-bcc3-f3befa414ff6",3,[158],[514],{"id":22,"sortIndex":23,"affiliation":515,"properties":22},{"id":516,"createTime":517,"updateTime":517,"relativeEntities":518,"slug":22,"properties":519,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"2a590133-db32-4426-bf9f-5b32c1fcc5d2","2023-12-07T22:05:56.875+00:00",[],{"title":520},{"VI":521},"ENT Associates of East Texas, Tyler, USA",{"title":523},{"VI":524},"Scott Kohlert",{"id":526,"sortIndex":23,"researcher":22,"roles":527,"affiliations":528,"properties":537},"ec9dcf66-bc04-4042-8e7f-3460bd3571ed",[158],[529],{"id":22,"sortIndex":23,"affiliation":530,"properties":22},{"id":531,"createTime":532,"updateTime":532,"relativeEntities":533,"slug":22,"properties":534,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"d37f6e54-5af9-49fb-99ed-3f66b67b29aa","2024-02-12T17:23:37.479+00:00",[],{"title":535},{"VI":536},"Department of Otolaryngology-Head and Neck Surgery, University of Toronto, Toronto, Canada",{"title":538},{"VI":539},"Marc Levin",{"url":477,"publisher":541,"properties":570},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":542,"slug":10,"properties":543,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":548,"manageAffiliations":549,"indexDatabases":550,"url":22,"thumbnailPath":22,"statistic":565,"gsStatistic":22,"type":130,"analyzePriority":22},[],{"issn":544,"eissn":545,"title":546,"url":547},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[551,558],{"id":87,"indexDatabase":552,"url":100,"indexYears":101,"academicFieldIds":557,"indexDatabaseRanking":105},{"id":89,"createTime":90,"updateTime":91,"relativeEntities":553,"label":554,"description":555,"key":97,"publicationTags":556,"standard":22},[],{"EN":94,"VI":94},{"EN":94,"VI":96},[99],[103,104],{"id":67,"indexDatabase":559,"url":82,"indexYears":22,"academicFieldIds":564,"indexDatabaseRanking":22},{"id":69,"createTime":70,"updateTime":71,"relativeEntities":560,"label":561,"description":562,"key":78,"publicationTags":563,"standard":22},[],{"EN":74,"VI":74},{"VI":76,"EN":77},[80,81],[84,85],{"impactFactor":23,"impactFactorByYear":566,"i10Index":110,"i10IndexLast5Year":23,"totalPublication":111,"totalPublicationByYear":567,"totalCitation":124,"totalCitationByYear":568,"totalCitationPerPublication":127,"totalCitationPerPublicationByYear":569,"hindexLast5Year":115,"hindex":115},{"2018":108,"2019":109},{"2012":113,"2013":114,"2014":115,"2015":116,"2016":117,"2017":118,"2018":119,"2019":120,"2020":121,"2021":122,"2022":123},{"2017":126},{"2017":129},{"volume":571,"pages":573},{"VOID":572},"11",{"VOID":574},"60-65","2020-08-14",2020,{"id":578,"createTime":579,"updateTime":580,"relativeEntities":581,"slug":582,"properties":583,"entityType":150,"verifyStatus":151,"verifyTime":580,"verifyNote":152,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":592,"fullTextUrl":22,"authors":593,"publicationType":171,"publisherRelationship":645,"citationCount":22,"citationInfo":22,"publishDate":679,"publishYear":208,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":209},"65efab21-1a41-4a4e-8d1a-eb26e314f306","2024-01-24T19:12:29.797+00:00","2024-12-12T23:38:16.676+00:00",[],"Gendered-specialities-during-medical-education-a-literature-review",{"references":584,"abstract":586,"title":588,"doi":590},{"VOID":585},"Boulis A, Jacobs J, Veloski JJ. Gender segregation by speciality during medical school. Acad Med. 2001;76(10 Suppl):S65–7.\nBickel J. Gender equity in undergraduate medical education: a status report. J Womens Health Gend Based Med. 2001;10(3):261–70.\nLambert TW, Goldacre MJ, Turner G. Career choices of United Kingdom medical graduates of 2002: questionnaire survey. Med Educ. 2006;40(6):514–21.\nFreeman B. Special considerations for woman. In: Compagnies MGH, editor. The ultimate guide to choosing medical speciality special 2004.\nRiska E, editor. Gender in medical education. 2008; Finland.\nKilminster S, Downes J, Gough B, Murdoch-Eaton D, Roberts T. Women in medicine—is there a problem? A literature review of the changing gender composition, structures and occupational cultures in medicine. Med Educ. 2007;41(1):39–49.\nDrinkwater J, Tully MP, Dornan T. The effect of gender on medical students’ aspirations: a qualitative study. Med Educ. 2008;42(4):420–6.\nBuddeberg-Fischer B, Stamm M, Buddeberg C, et al. The impact of gender and parenthood on physicians’ careers—professional and personal situation seven years after graduation. BMC Health Serv Res. 2010;10:40.\nCancian FM, Oliker SJ. Caring and gender. In: Littlefield R, editor. 2000.\nTsouroufli M, Rees C, Monrouxe L, Sundaram V. Gender, identities and intersectionality in medical education research. Med Educ. 2011;45:213–6.\nHyde JS. The gender similarities hypothesis. Am Psychol. 2005;60(6):581–92.\nRidell ST, Tett L. Gender balance in teaching debate: tensions between gender theory and equality policy. IJIE. 2009.\nLaan R, Leunissen R, Van Herwaarden C. The 2009 framework for undergraduate medical education in the Netherlands. Ned Tijdschr Geneeskd. 2010;29, nr. 1(-):10–5.\nPatricio M, den Engelsen C, Tseng D, Ten Cate O. Implementation of the Bologna two-cycle system in medical education: where do we stand in 2007?—results of an AMEE-MEDINE survey. Med Teach. 2008;30(6):597–605.\nMoerman CJ, Deurenberg R, Haafkens JA. Locating sex-specific evidence on clinical questions in MEDLINE: a search filter for use on OvidSP. BMC Med Res Methodol. 2009;9:25.\nSanderson S, Tatt ID, Higgins JP. Tools for assessing quality and susceptibility to bias in observational studies in epidemiology: a systematic review and annotated bibliography. Int J Epidemiol. 2007;36(3):666–76.\nWeightman AL, Mann MK, Sander L, Turley RL. Questions to assist with the critical appraisal of an observational study eg cohort, case-control, crosssectional. A systematic approach to identifying the evidence, Project methodology 5. Cardiff: Information Services UWCM, January 2004 http:\u002F\u002Fhebw.uwcm.ac.uk\u002Fprojectmethod\u002FProject%20Methodology%205.pdf.\nCochrane. Handbook Systematic Reviews of Health Promotion and Public Health intervention; Unit Eight: Principles of Critical Appraisal. Deakin University and the Australian Department of Health and Aging, 2005.\nYoung JM, Solomon MJ. How to critically appraise an article. Nat Clin Pract Gastroenterol Hepatol. 2009;6(2):82–91.\nKhan KS, Kunz R, Kleijnen J, Antes G. Five steps to conducting a systematic review. Study quality assessment. J R Soc Med. 2003;96(3):118–21.\nPace R, Pluye P, Bartlett G, et al. Testing the reliability and efficiency of the pilot Mixed Methods Appraisal Tool (MMAT) for systematic mixed studies review. Int J Nurs Stud. 2012;49(1):47–53.\nAl-Nuaimi Y, McGrouther G, Bayat A. Modernising medical careers and factors influencing career choices of medical students. Br J Hosp Med. 2008;69(3):163–6.\nAl-Mendalawi MD. Speciality preferences of Iraqi medical students. Clin Teach. 2010;7(3):175–9.\nCompton MT, Frank E, Elon L, Carrera J. Changes in U.S. medical students’ speciality interests over the course of medical school. J Gen Intern Med. 2008;23(7):1095–100.\nDiderichsen S, Johansson EE, Verdonk P, Lagro-Janssen T, Hamberg K. Few gender differences in speciality preferences and motivational factors: a cross-sectional Swedish study on last-year medical students. BMC Med Educ. 2013;13:39.\nFinucane P, O’Dowd T. The career plans of Irish interns: results of a national survey. Ir Med J. 2004;97(5):149.\nFukuda Y, Harada T. Gender differences in speciality preference and mismatch with real needs in Japanese medical students. BMC Med Educ. 2010;10:15.\nFysh TH, Thomas G, Ellis H. Who wants to be a surgeon? A study of 300 first year medical students. BMC Med Educ. 2007;19(7):2.\nHojat M, Zuckerman M. Personality and speciality interest in medical students. Med Teach. 2008;30(4):400–6.\nKhader Y, Al-Zoubi D, Amarin Z, et al. Factors affecting medical students in formulating their speciality preferences in Jordan. BMC Med Educ. 2008;8:32.\nKu MC. When does gender matter? Gender differences in speciality choice among physicians. Work Occup. 2011;38(2):221–62.\nLefevre JH, Roupret M, Kerneis S, Karila L. Career choices of medical students: a national survey of 1780 students. Med Educ. 2010;44(6):603–12.\nMehmood SI, Kumar A, Al-Binali A, Borleffs JC. Speciality preferences: trends and perceptions among Saudi undergraduate medical students. Med Teach. 2012;34(Suppl 1):S51–60.\nMwachaka PMM, Mbugua ET. Speciality preferences among medical students in a Kenyan university. PAMJ. 2010;5:18.\nParsa S, Aghazadeh A, Nejatisafa AA, et al. Freshmen versus interns’ speciality interests. AIM. 2010;13:509–15.\nvan Tongeren-Alers M, van Esch M, Verdonk P, Johansson E, Hamberg K, Lagro-Janssen ALM. Are new medical students’ speciality preferences gendered? Related motivational factors at a Dutch medical school. TLM. 2011;23(3):263–8.\nGjerberg E. Gender similarities in doctors’ preferences—and gender differences in final specialisation. Soc Sci Med. 2002;54(4):591–605.\nUNESCO. The section for women and gender equality: UNESCO’S Gender Mainstreaming Implementation Framework (GMIF) for 2002–2007. 2003.\nHowe A, Ives G. Does community-based experience alter career preference? New evidence from a prospective longitudinal cohort study of undergraduate medical students. Med Educ. 2001;35(4):391–7.",{"EN":587},"The careers of male and female physicians indicate gender differences, whereas in medical education a feminization is occurring. Our review aims to specify gender-related speciality preferences during medical education. A literature search on gender differences in medical students’ speciality preferences was conducted in PubMed, Eric, Embase and Social Abstracts, and reference lists from January 2000 to June 2013. Study quality was assessed by critical appraisal. Our search yielded 741 hits and included 14, mostly cross-sectional, studies originating from various countries. No cohort studies were found. Throughout medical education, surgery is predominantly preferred by men and gynaecology, paediatrics and general practice by women. Internal medicine was pursued by both genders. The extent of gender-specific speciality preferences seemed related to the male-to-female ratio in the study population. When a population contained more male students gynaecology seemed even more preferred by women, while in a more feminine population, men more highly preferred surgery. Internationally, throughout medical education, gender-related speciality preferences are apparent. The extent might be influenced by the male-to-female ratio of a study population. Further research of the role of gender in career considerations of medical students on the future workforce is necessary.",{"EN":589},"Gendered specialities during medical education: a literature review",{"VOID":591},"10.1007\u002Fs40037-014-0132-1","https:\u002F\u002Fpmejournal.org\u002Farticles\u002F10.1007\u002FS40037-014-0132-1",[594,609,621,633],{"id":595,"sortIndex":511,"researcher":22,"roles":596,"affiliations":597,"properties":606},"a6ebf0a4-6dbd-4ce9-b863-8f74f608b4b3",[158],[598],{"id":22,"sortIndex":23,"affiliation":599,"properties":22},{"id":600,"createTime":601,"updateTime":601,"relativeEntities":602,"slug":22,"properties":603,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"67c75b62-2335-42a7-a93b-6bfc0830e8c4","2024-01-24T19:12:29.820+00:00",[],{"title":604},{"VI":605},"Unit Gender and Women’s Health, Department of Primary and Community Care, Radboud University Medical Centre, Nijmegen, the Netherlands",{"title":607},{"VI":608},"Antoine Lagro-Janssen",{"id":610,"sortIndex":23,"researcher":22,"roles":611,"affiliations":612,"properties":618},"ede2096d-c262-4011-994a-ca2698b88b77",[158],[613],{"id":22,"sortIndex":23,"affiliation":614,"properties":22},{"id":600,"createTime":601,"updateTime":601,"relativeEntities":615,"slug":22,"properties":616,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":617},{"VI":605},{"title":619},{"VI":620},"Margret Alers",{"id":622,"sortIndex":230,"researcher":22,"roles":623,"affiliations":624,"properties":630},"53268a3f-cb5c-414d-9a5d-269a6310f71b",[158],[625],{"id":22,"sortIndex":23,"affiliation":626,"properties":22},{"id":600,"createTime":601,"updateTime":601,"relativeEntities":627,"slug":22,"properties":628,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":629},{"VI":605},{"title":631},{"VI":632},"Patrick Dielissen",{"id":634,"sortIndex":53,"researcher":22,"roles":635,"affiliations":636,"properties":642},"00d06cf6-6c7e-4dab-856a-d1d4eac42cf0",[158],[637],{"id":22,"sortIndex":23,"affiliation":638,"properties":22},{"id":600,"createTime":601,"updateTime":601,"relativeEntities":639,"slug":22,"properties":640,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":641},{"VI":605},{"title":643},{"VI":644},"Lotte van Leerdam",{"url":592,"publisher":646,"properties":675},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":647,"slug":10,"properties":648,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":653,"manageAffiliations":654,"indexDatabases":655,"url":22,"thumbnailPath":22,"statistic":670,"gsStatistic":22,"type":130,"analyzePriority":22},[],{"issn":649,"eissn":650,"title":651,"url":652},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[656,663],{"id":87,"indexDatabase":657,"url":100,"indexYears":101,"academicFieldIds":662,"indexDatabaseRanking":105},{"id":89,"createTime":90,"updateTime":91,"relativeEntities":658,"label":659,"description":660,"key":97,"publicationTags":661,"standard":22},[],{"EN":94,"VI":94},{"EN":94,"VI":96},[99],[103,104],{"id":67,"indexDatabase":664,"url":82,"indexYears":22,"academicFieldIds":669,"indexDatabaseRanking":22},{"id":69,"createTime":70,"updateTime":71,"relativeEntities":665,"label":666,"description":667,"key":78,"publicationTags":668,"standard":22},[],{"EN":74,"VI":74},{"VI":76,"EN":77},[80,81],[84,85],{"impactFactor":23,"impactFactorByYear":671,"i10Index":110,"i10IndexLast5Year":23,"totalPublication":111,"totalPublicationByYear":672,"totalCitation":124,"totalCitationByYear":673,"totalCitationPerPublication":127,"totalCitationPerPublicationByYear":674,"hindexLast5Year":115,"hindex":115},{"2018":108,"2019":109},{"2012":113,"2013":114,"2014":115,"2015":116,"2016":117,"2017":118,"2018":119,"2019":120,"2020":121,"2021":122,"2022":123},{"2017":126},{"2017":129},{"volume":676,"pages":677},{"VOID":204},{"VOID":678},"163-178","2014-07-01",{"id":681,"createTime":682,"updateTime":682,"relativeEntities":683,"slug":22,"properties":684,"entityType":150,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":691,"fullTextUrl":22,"authors":692,"publicationType":171,"publisherRelationship":708,"citationCount":22,"citationInfo":22,"publishDate":743,"publishYear":461,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":209},"9bf08961-fbc1-4a60-b85b-5a1f3cf423bd","2023-12-11T23:36:10.931+00:00",[],{"references":685,"title":687,"doi":689},{"VOID":686},"Emanuel EJ. Changing premed requirements and the medical curriculum. JAMA. 2006;296:1128.\nPrasad V. Beyond storytelling in medicine: an encounter based curriculum. Acad Med. 2010;85:794–8.\nPrasad V, Gall V, Cifu A. The frequency of medical reversal. Arch Intern Med. 2011;171(18):1675–6.\nRajan TV. Making medical education relevant. Chron High Educ. 2006;52:20.\nDonnon T, Paolucci EO, Violato C. The predictive validity of the MCAT for medical school performance and medical board licensing examinations: a meta-analysis of the published research. Acad Med. 2007;82(1):100–6.\nCallahan CA, Hojat M, Veloski J, Erdmann JB, Gonnella JS. The predictive validity of three versions of the MCAT in relation to performance in medical school, residency, and licensing examinations: a longitudinal study of 36 classes at Jefferson medical college. Acad Med. 2010;85:980–7.\nMcGaghie WC, Cohen ER, Wayne DB. Are United States medical licensing exam step 1 and 2 scores valid measures for postgraduate medical residency selection decisions? Acad Med. 2011;86:48–52.\nOfri, Danielle. Being a med student, take two. New York Times. http:\u002F\u002Fwell.blogs.nytimes.com\u002F2011\u002F11\u002F03\u002Fbeing-a-med-student-take-two\u002F. Accessed 17 Dec 2011.\nFinnerty E, Chauvin S, Bonaminio G, et al. Flexner revisited: the role and value of the basic sciences in medical education. Acad Med. 2010;85:349–55.\nKjekshus J, Apatrei E, Barrios V, et al. Rosuvastatin in older patients with systolic heart failure. N Engl J Med. 2007;357:2248–61.\nCharon R. The narrative road to empathy. In: Spiro HM, McCrea Curnen MG, Peschel E, St. James D, editors. Empathy and the practice of medicine: beyond Pills and the scalpel. New Haven: Yale University Press; 1993.\nSmith HC. A course director’s perspectives on problem-based learning curricula in biochemistry. Acad Med. 2002;77:1189–98.\nPatel V, Groen SJ, Scott HM. Biomedical knowledge in explanations of clinical problems by medical students. Med Educ. 1988;22:398–406.\nFriedman CP, Purcell E, De Bliek R, editors. The new biology and medical education: merging the biological, information, and cognitive sciences. New York: Josiah Macy, Jr. Foundation; 1983.\nMarston RQ, Jones RM. Commission on medical education: the sciences of medical practice. medical education in transition. Princeton: The Robert Wood Johnson Foundation; 1992.\nCooke M, Irby DM, Sullivan W, Ludmerer KM. American medical education 100 years after the Flexner report. N Engl J Med. 2006;355:1339–44.",{"EN":688},"Persistent reservations against the premedical and medical curriculum",{"VOID":690},"10.1007\u002Fs40037-013-0047-2","https:\u002F\u002Faccount.pmejournal.org\u002Findex.php\u002Fup-j-pme\u002Farticle\u002Fview\u002F773",[693],{"id":694,"sortIndex":23,"researcher":22,"roles":695,"affiliations":696,"properties":705},"1fc3e3e6-7209-4947-8284-9568ed1eb356",[158],[697],{"id":22,"sortIndex":23,"affiliation":698,"properties":22},{"id":699,"createTime":700,"updateTime":700,"relativeEntities":701,"slug":22,"properties":702,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"2d689b1a-bb33-4762-8a25-6a593eb2b4e5","2024-01-24T16:05:27.405+00:00",[],{"title":703},{"VI":704},"Medical Oncology Branch, National Cancer Institute, National Institutes of Health, Bethesda, USA",{"title":706},{"VI":707},"Vinay Prasad",{"url":691,"publisher":709,"properties":738},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":710,"slug":10,"properties":711,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":716,"manageAffiliations":717,"indexDatabases":718,"url":22,"thumbnailPath":22,"statistic":733,"gsStatistic":22,"type":130,"analyzePriority":22},[],{"issn":712,"eissn":713,"title":714,"url":715},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[719,726],{"id":87,"indexDatabase":720,"url":100,"indexYears":101,"academicFieldIds":725,"indexDatabaseRanking":105},{"id":89,"createTime":90,"updateTime":91,"relativeEntities":721,"label":722,"description":723,"key":97,"publicationTags":724,"standard":22},[],{"EN":94,"VI":94},{"EN":94,"VI":96},[99],[103,104],{"id":67,"indexDatabase":727,"url":82,"indexYears":22,"academicFieldIds":732,"indexDatabaseRanking":22},{"id":69,"createTime":70,"updateTime":71,"relativeEntities":728,"label":729,"description":730,"key":78,"publicationTags":731,"standard":22},[],{"EN":74,"VI":74},{"VI":76,"EN":77},[80,81],[84,85],{"impactFactor":23,"impactFactorByYear":734,"i10Index":110,"i10IndexLast5Year":23,"totalPublication":111,"totalPublicationByYear":735,"totalCitation":124,"totalCitationByYear":736,"totalCitationPerPublication":127,"totalCitationPerPublicationByYear":737,"hindexLast5Year":115,"hindex":115},{"2018":108,"2019":109},{"2012":113,"2013":114,"2014":115,"2015":116,"2016":117,"2017":118,"2018":119,"2019":120,"2020":121,"2021":122,"2022":123},{"2017":126},{"2017":129},{"volume":739,"pages":741},{"VOID":740},"2",{"VOID":742},"335-339","2013-03-15",{"id":745,"createTime":746,"updateTime":747,"relativeEntities":748,"slug":749,"properties":750,"entityType":150,"verifyStatus":151,"verifyTime":747,"verifyNote":152,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":53,"primaryUrl":757,"fullTextUrl":22,"authors":758,"publicationType":171,"publisherRelationship":774,"citationCount":22,"citationInfo":22,"publishDate":808,"publishYear":809,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":209},"d4fdfa20-cb9b-41d1-ac42-4c8c713e75bc","2023-12-04T03:44:03.386+00:00","2025-02-11T23:31:47.058+00:00",[],"Bonfire-red-titles",{"references":751,"title":753,"doi":755},{"VOID":752},"Sword H. Stylish Academic Writing. Cambridge: Harvard UP; 2012.\nMusselman L, Reznick R, MacRae H, Lingard L. You learn better under the gun: Intimidation and harassment in surgical education. Med Educ. 2005;39:926–34.\nEva K. What every teacher needs to know about clinical reasoning. Med Educ. 2005;39:98–106.\nNorman G. RCT = results confounded and trivial: the perils of grand educational experiments. Med Educ. 2003;37:582–4.\nInstructions for Authors. Perspectives on Medical Education. http:\u002F\u002Fwww.springer.com\u002Feducation+%26+language\u002Fjournal\u002F40037. Accessed March 9, 2016.",{"EN":754},"Bonfire red titles",{"VOID":756},"10.1007\u002Fs40037-016-0267-3","https:\u002F\u002Faccount.pmejournal.org\u002Findex.php\u002Fup-j-pme\u002Farticle\u002Fview\u002F533",[759],{"id":760,"sortIndex":23,"researcher":22,"roles":761,"affiliations":762,"properties":771},"175a2c42-5143-44f9-8ff4-c59a0ced63d9",[158],[763],{"id":22,"sortIndex":23,"affiliation":764,"properties":22},{"id":765,"createTime":766,"updateTime":766,"relativeEntities":767,"slug":22,"properties":768,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"c1756a16-78ea-4d73-9a19-d4494df7e0fc","2024-02-07T09:19:07.879+00:00",[],{"title":769},{"VI":770},"Schulich School of Medicine & Dentistry, Health Sciences Addition, Western University, London, Canada",{"title":772},{"VI":773},"Lorelei Lingard",{"url":757,"publisher":775,"properties":804},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":776,"slug":10,"properties":777,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":782,"manageAffiliations":783,"indexDatabases":784,"url":22,"thumbnailPath":22,"statistic":799,"gsStatistic":22,"type":130,"analyzePriority":22},[],{"issn":778,"eissn":779,"title":780,"url":781},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[785,792],{"id":87,"indexDatabase":786,"url":100,"indexYears":101,"academicFieldIds":791,"indexDatabaseRanking":105},{"id":89,"createTime":90,"updateTime":91,"relativeEntities":787,"label":788,"description":789,"key":97,"publicationTags":790,"standard":22},[],{"EN":94,"VI":94},{"EN":94,"VI":96},[99],[103,104],{"id":67,"indexDatabase":793,"url":82,"indexYears":22,"academicFieldIds":798,"indexDatabaseRanking":22},{"id":69,"createTime":70,"updateTime":71,"relativeEntities":794,"label":795,"description":796,"key":78,"publicationTags":797,"standard":22},[],{"EN":74,"VI":74},{"VI":76,"EN":77},[80,81],[84,85],{"impactFactor":23,"impactFactorByYear":800,"i10Index":110,"i10IndexLast5Year":23,"totalPublication":111,"totalPublicationByYear":801,"totalCitation":124,"totalCitationByYear":802,"totalCitationPerPublication":127,"totalCitationPerPublicationByYear":803,"hindexLast5Year":115,"hindex":115},{"2018":108,"2019":109},{"2012":113,"2013":114,"2014":115,"2015":116,"2016":117,"2017":118,"2018":119,"2019":120,"2020":121,"2021":122,"2022":123},{"2017":126},{"2017":129},{"volume":805,"pages":806},{"VOID":312},{"VOID":807},"179-181","2016-05-23",2016,{"id":811,"createTime":812,"updateTime":813,"relativeEntities":814,"slug":815,"properties":816,"entityType":150,"verifyStatus":151,"verifyTime":813,"verifyNote":152,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":825,"fullTextUrl":22,"authors":826,"publicationType":171,"publisherRelationship":891,"citationCount":22,"citationInfo":22,"publishDate":925,"publishYear":314,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":209},"d90c88d9-e095-46a5-93c1-c50ccccd9447","2024-01-27T09:31:26.647+00:00","2025-01-01T23:31:13.942+00:00",[],"Thoughts-that-breathe-and-words-that-burn-poetic-inquiry-within-health-professions-education",{"references":817,"abstract":819,"title":821,"doi":823},{"VOID":818},"Foley J. How to read an oral poem. Chicago: University of Illinois Press; 2002.\nHavelock E. Review: the ancient art of oral poetry. Philos Rhetor. 1979;12:187–202.\nLacoue-Labarthe P. Poetry as experience. Stanford: Stanford University Press; 1999.\nWolters F, Wijnen-Meijer M. The role of poetry and prose in medical education: the pen as mighty as the scalpel? Perspect Med Educ. 2012;1:43–50.\nMuszkat M, Yehuda A, Moses S, Naparstek Y. Teaching empathy through poetry: a clinically based model. Med Educ. 2010;44:503.\nFinn G, Brown M, Laughey W. Holding a mirror up to nature: the role of medical humanities in postgraduate primary care training. Educ Prim Care. 2021;32:73–7.\nVincent A. Is there a definition? Ruminating on poetic inquiry, strawberries and the continued growth of the field. Art Res Int Transdiscipl J. 2018;3:48–76.\nWu B. My poetic inquiry. Qual Inq. 2021;27:283–91.\nFaulkner S. Poetic inquiry: craft, method and practice. New York: Routledge; 2019.\nPrendergast M. The phenomenon of poetry in research. “Poem is what?” Poetic inquiry in qualitative social science. In: Prendergast M, Leggo C, Sameshima P, editors. Poetic inquiry: vibrant voices in the social sciences. Rotterdam: Sense; 2009. pp. 19–21.\nSjollema S, Hordyk S, Walsh C, Hanley J, Ives N. Found poetry – finding home: a qualitative study of homeless immigrant women. J Poet Ther. 2012;25:205–17.\nEisner E. The enlightened eye. New York: Macmillan; 1991.\nFreeman M. “Between eye and eye stretches an interminable landscape”: the challenge of philosophical hermeneutics. Qual Inq. 2001;7:646–58.\nFitzpatrick E, Fitzpatrick K. What poetry does for us in education and research. In: Fitzpatrick E, Fitzpatrick K, editors. Poetry, method and education research: doing critical, decolonising and political inquiry. Oxon: Routledge; 2020.\nNichols T, Biederman D, Gringle M. Using research poetics “responsibly”: applications for health promotion research. 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Phenomenology: to wonder and search for meanings. Nurse Res. 2004;11:7–19.\nJanesick V. Intuition and creativity: a pas de deux for qualitative researchers. Qual Inq. 2001;7:531–40.\nBothe A, Andreatta R. Quantitative and qualitative research paradigms: thoughts on the quantity and the creativity of stuttering research. Adv Speech Lang Pathol. 2004;6:167–73.\nVeen M, Cianciolo A. Problems no one looked for: philosophical expeditions into medical education. Teach Learn Med. 2020;32:337–44.\nPate J. Found poetry: poetizing and the ‘art’ of phenomenological inquiry. SAGE Res Methods Cases. 2014; https:\u002F\u002Fdoi.org\u002F10.4135\u002F978144627305013512954.\nStapleton SR. Data analysis in participatory action research: using poetic inquiry to describe urban teacher marginalization. Action Res. 2021;19(2):449–71.\nRapport F, Hartill G. Making the case for poetic inquiry in health services research. In: Galvin KT, Prendergast M, editors. Poetic inquiry II – seeing, caring, understanding. Rotterdam: Brill Sense; 2016. pp. 211–26.\nÖhlén J. Evocation of meaning through poetic condensation of narratives in empirical phenomenological inquiry into human suffering. Qual Health Res. 2003;13:557–66.\nWiebe N. Mennocostal musings: poetic inquiry and performance in narrative research. Forum Qual Soc Res. 2008;9(2):42.\nAnderson T. Through phenomenology to sublime poetry: Martin Heidegger on the decisive relation between truth and art. Res Phenomenol. 1996;26:198–229.\nBruns G. Heidegger’s estrangements. Language, truth, and poetry in the later writings. New Haven: Yale University Press; 1989.\nFreshwater D. The poetics of space: researching the concept of spatiality through relationality. Psychodyn Pract. 2005;11:177–87.\nHeidegger M. Being and time. Albany: Suny Press; 2010.\nKoskela J. Truth as unconcealment in Heidegger’s Being and Time. Minerva. 2012;16:116–28.\nGalvin K, Todres L. 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When I say … hermeneutic phenomenology. Med Educ. 2017;52:252–3.\nvan Luyn A, Gair S, Saunders V. ‘Transcending the limits of logic’: poetic inquiry as a qualitative research method for working with vulnerable communities. In: Gair S, van Luyn A, editors. Sharing qualitative research: showing lived experience and community narratives. New York: Routledge; 2016. pp. 95–111.\nWillis K, Bishop E. “Hope is that fiery feeling”: using poetry as data to explore the meanings of hope for young people. Forum Qual Soc Res. 2014;15:9.\nConnelly K. ‘What body part do I need to sell?’: Poetic re-presentations of experiences of poverty and fear from low-income Australians receiving welfare benefits. Creat Approaches Res. 2010;3:16.\nGair S, Van Luyn A. Sharing qualitative research: showing lived experience and community narratives. New York: Routledge; 2016.\nFurman R, Langer C, Davis C, Gallardo H, Kulkarni S. Expressive, research and reflective poetry as qualitative inquiry: a study of adolescent identity. Qual Res. 2007;7:301315.\nGlesne C. That rare feeling: re-presenting research through poetic transcription. Qual Inq. 1997;3:202–21.\nBrown ME, Proudfoot A, Mayat NM, Finn GM. A phenomenological study of new doctors’ transition to practice, utilising participant-voiced poetry. Adv Health Sci Educ Theory Pract. 2021; https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10459-021-10046-x.\nGilligan C, Spencer R, Weinberg M, Bertsch T. On the listening guide: a voice centred relational method. In: Camic PM, Rhodes JE, Yardley L, editors. Qualitative research in psychology: expanding perspectives in methodology and design. Washington, DC: American Psychological Association; 2003. pp. 157–72.\nEdwards R, Weller S. I‑poems as a method of qualitative interview data analysis: young people’s sense of self. London: SAGE; 2015.\nBalmer D, Devlin M, Richards B. Understanding the relation between medical students’ collective and individual trajectories: an application of habitus. Perspect Med Educ. 2017;6:36–43.\nPetrovic S, Lordly D, Brigham S, Delaney M. Learning to listen: an analysis of applying the listening guide to reflection papers. Int J Qual Methods. 2015;14:1609406915621402.\nGilligan C, Eddy J. Listening as a path to psychological discovery: an introduction to the listening guide. Perspect Med Educ. 2017;6:76–81.\nVarpio L, Paradis E, Uijtdehaage S, Young M. The distinctions between theory, theoretical framework, and conceptual framework. Acad Med. 2020;95:989–94.\nLambert K. ‘Capturing’ queer lives and the poetics of social change. Continuum. 2016;30:576–86.\nOwton H. Doing poetic inquiry. London: Palgrave Macmillan; 2017.\nVarpio L, Martimianakis M, Mylopoulos M. Qualitative research methodologies: embracing methodological borrowing, shifting and importing. In: Cleland J, Durning S, editors. Researching medical education. 1st ed. Chichester, West Sussex: Wiley; 2015.\nCahnmann M. The craft, practice, and possibility of poetry in educational research. Educ Res. 2003;32:29–36.\nMills C. The sociological imagination. Oxford: Oxford University Press; 2000.\nLahman M, Richard V. Appropriated poetry. Qual Inq. 2013;20:344–55.\nSullivan A. Defining poetic occasion in inquiry: concreteness, voice, ambiguity, emotion, tension and associative logic. Poetic inquiry, vibrant voices in the social sciences. Rotterdam: Brill Sense; 2009. pp. 111–26.",{"EN":820},"Qualitative inquiry is increasingly popular in health professions education, and there has been a move to solidify processes of analysis to demystify the practice and increase rigour. Whilst important, being bound too heavily by methodological processes potentially represses the imaginative creativity of qualitative expression and interpretation—traditional cornerstones of the approach. Rigid adherence to analytic steps risks leaving no time or space for moments of ‘wonder’ or emotional responses which facilitate rich engagement. Poetic inquiry, defined as research which uses poetry ‘as, in, [or] for inquiry’, offers ways to encourage creativity and deep engagement with qualitative data within health professions education. Poetic inquiry attends carefully to participant language, can deepen researcher reflexivity, may increase the emotive impact of research, and promotes an efficiency of qualitative expression through the use of ‘razor sharp’ language. This A Qualitative Space paper introduces the approach by outlining how it may be applied to inquiry within health professions education. Approaches to engaging with poetic inquiry are discussed and illustrated using examples from the field’s scholarship. Finally, recommendations for interested researchers on how to engage with poetic inquiry are made, including suggestions as to how to poetize existing qualitative research practices.",{"EN":822},"Thoughts that breathe, and words that burn: poetic inquiry within health professions education",{"VOID":824},"10.1007\u002Fs40037-021-00682-9","https:\u002F\u002Fpmejournal.org\u002Farticles\u002F10.1007\u002FS40037-021-00682-9",[827,844,869],{"id":828,"sortIndex":53,"researcher":22,"roles":829,"affiliations":830,"properties":841},"b1ecffe0-da95-4887-a057-42b174662503",[158],[831],{"id":22,"sortIndex":23,"affiliation":832,"properties":22},{"id":833,"createTime":834,"updateTime":835,"relativeEntities":836,"slug":837,"properties":838,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"93dbec27-0486-4a05-b643-65888a2cedbc","2024-01-13T23:53:13.553+00:00","2024-12-23T11:52:14.717+00:00",[],"Department-of-Family-Medicine-Cumming-School-of-Medicine-University-of-Calgary-Alberta-Canada",{"title":839},{"VI":840},"Department of Family Medicine, Cumming School of Medicine, University of Calgary, Alberta, Canada",{"title":842},{"VI":843},"Martina Kelly",{"id":845,"sortIndex":23,"researcher":22,"roles":846,"affiliations":847,"properties":866},"6ca15bb1-c1e4-4223-898a-4f2bc39b3297",[158],[848,858],{"id":849,"sortIndex":53,"affiliation":850,"properties":857},"598f0868-574a-4b04-b1e9-46529b1cf794",{"id":851,"createTime":852,"updateTime":852,"relativeEntities":853,"slug":22,"properties":854,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"e552108f-c6d7-4e9b-9a6d-d133a1c1d3c3","2024-02-13T20:59:23.058+00:00",[],{"title":855},{"VI":856},"Medical Education Innovation and Research Centre, Imperial College London, London, UK",{},{"id":22,"sortIndex":23,"affiliation":859,"properties":22},{"id":860,"createTime":861,"updateTime":861,"relativeEntities":862,"slug":22,"properties":863,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"c3a08469-f890-4799-aed4-6dbc973b093d","2023-12-20T09:08:21.203+00:00",[],{"title":864},{"VI":865},"Health Professions Education Unit, Hull York Medical School, University of York, York, UK",{"title":867},{"VI":868},"Megan E. 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Educational strategies in curricular development: the SPICES model. Med Educ. 1984;18:284–97.",{"doi":1067},"10.1111\u002Fj.1365-2923.1984.tb01024.x",{"id":22,"text":1069,"url":22,"identifiers":1070},"Kusurkar RA, Croiset G, Mann KV, Custers EJFM, Ten Cate TJ. Have motivation theories guided the development and reform of medical education curricula? a review of the literature. Acad Med. 2012;87:735–43.",{"doi":1071},"10.1097\u002FACM.0b013e318253cc0e",{"id":22,"text":1073,"url":22,"identifiers":1074},"Donner S, Bickley H. Problem-based learning in American medical education: an overview. Bull Med Libr Assoc. 1993;81:295–8.",{},{"id":22,"text":1076,"url":22,"identifiers":1077},"Irby DM, Cooke M, O’Brien B. Calls for reform of medical education by the Carnegie foundation for the advancement of teaching: 1910 and 2010. Acad Med. 2010;85:220–7.",{"doi":1078},"10.1097\u002FACM.0b013e3181c88449",{"id":22,"text":1080,"url":22,"identifiers":1081},"Anderson MB, Kanter SL. 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