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Using focus groups in medical education research: AMEE Guide No. 91.

Medical teacher

Stalmeijer RE, Mcnaughton N, Van Mook WN.
PMID: 25072306
Med Teach. 2014 Nov;36(11):923-39. doi: 10.3109/0142159X.2014.917165. Epub 2014 Jul 29.

Qualitative research methodology has become an established part of the medical education research field. A very popular data-collection technique used in qualitative research is the "focus group". Focus groups in this Guide are defined as "… group discussions organized...

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Stalmeijer RE, Mcnaughton N, Van Mook WN. Using focus groups in medical education research: AMEE Guide No. 91. Med Teach. 2014;36(11):923-39doi: 10.3109/0142159X.2014.917165.
Stalmeijer, R. E., Mcnaughton, N., & Van Mook, W. N. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical teacher, 36(11), 923-39. https://doi.org/10.3109/0142159X.2014.917165
Stalmeijer, Renée E, et al. "Using focus groups in medical education research: AMEE Guide No. 91." Medical teacher vol. 36,11 (2014): 923-39. doi: https://doi.org/10.3109/0142159X.2014.917165
Stalmeijer RE, Mcnaughton N, Van Mook WN. Using focus groups in medical education research: AMEE Guide No. 91. Med Teach. 2014 Nov;36(11):923-39. doi: 10.3109/0142159X.2014.917165. Epub 2014 Jul 29. PMID: 25072306.
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Meeting real patients: a qualitative study of medical students' experiences of early patient contact.

Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors

Graungaard AH, Andersen JS.
PMID: 25202797
Educ Prim Care. 2014 May;25(3):132-9. doi: 10.1080/14739879.2014.11494263.

Teaching communication skills is an important task in the medical curriculum. It is widely agreed that the ability to communicate with the patient is just as important as biomedical knowledge and technical skills. We present data from an early...

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Graungaard AH, Andersen JS. Meeting real patients: a qualitative study of medical students' experiences of early patient contact. Educ Prim Care. 2014;25(3):132-9doi: 10.1080/14739879.2014.11494263.
Graungaard, A. H., & Andersen, J. S. (2014). Meeting real patients: a qualitative study of medical students' experiences of early patient contact. Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 25(3), 132-9. https://doi.org/10.1080/14739879.2014.11494263
Graungaard, Anette Hauskov, and Andersen, John Sahl. "Meeting real patients: a qualitative study of medical students' experiences of early patient contact." Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors vol. 25,3 (2014): 132-9. doi: https://doi.org/10.1080/14739879.2014.11494263
Graungaard AH, Andersen JS. Meeting real patients: a qualitative study of medical students' experiences of early patient contact. Educ Prim Care. 2014 May;25(3):132-9. doi: 10.1080/14739879.2014.11494263. PMID: 25202797.
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Experiences of service users involved in recruitment for nursing courses: A phenomenological research study.

Nurse education today

Stevens K, Bernal C, Devis K, Southgate A.
PMID: 28886504
Nurse Educ Today. 2017 Nov;58:59-64. doi: 10.1016/j.nedt.2017.08.001. Epub 2017 Aug 15.

The aim of this study was to gain insight into service users' experiences of participating in recruitment for Adult, Mental Health and Child nursing studies at the authors' university; to establish potential motivations behind such participation; and to make...

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Stevens K, Bernal C, Devis K, et al. Experiences of service users involved in recruitment for nursing courses: A phenomenological research study. Nurse Educ Today. 2017;58:59-64doi: 10.1016/j.nedt.2017.08.001.
Stevens, K., Bernal, C., Devis, K., & Southgate, A. (2017). Experiences of service users involved in recruitment for nursing courses: A phenomenological research study. Nurse education today, 5859-64. https://doi.org/10.1016/j.nedt.2017.08.001
Stevens, Katie, et al. "Experiences of service users involved in recruitment for nursing courses: A phenomenological research study." Nurse education today vol. 58 (2017): 59-64. doi: https://doi.org/10.1016/j.nedt.2017.08.001
Stevens K, Bernal C, Devis K, Southgate A. Experiences of service users involved in recruitment for nursing courses: A phenomenological research study. Nurse Educ Today. 2017 Nov;58:59-64. doi: 10.1016/j.nedt.2017.08.001. Epub 2017 Aug 15. PMID: 28886504.
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Nursing students' perceptions of preparation to engage in patient education.

Nurse education in practice

Richard E, Evans T, Williams B.
PMID: 28923370
Nurse Educ Pract. 2018 Jan;28:1-6. doi: 10.1016/j.nepr.2017.09.008. Epub 2017 Sep 09.

Patient teaching is a key component of graduate nursing practice. Nurses sometimes believe that their undergraduate teaching does not prepare them to engage in effective patient teaching. In addition, nursing students often do not use teaching resources when engaging...

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Richard E, Evans T, Williams B. Nursing students' perceptions of preparation to engage in patient education. Nurse Educ Pract. 2017;28:1-6doi: 10.1016/j.nepr.2017.09.008.
Richard, E., Evans, T., & Williams, B. (2018). Nursing students' perceptions of preparation to engage in patient education. Nurse education in practice, 281-6. https://doi.org/10.1016/j.nepr.2017.09.008
Richard, Elizabeth, et al. "Nursing students' perceptions of preparation to engage in patient education." Nurse education in practice vol. 28 (2018): 1-6. doi: https://doi.org/10.1016/j.nepr.2017.09.008
Richard E, Evans T, Williams B. Nursing students' perceptions of preparation to engage in patient education. Nurse Educ Pract. 2018 Jan;28:1-6. doi: 10.1016/j.nepr.2017.09.008. Epub 2017 Sep 09. PMID: 28923370.
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The Multiple Consultant Report: new assessment; same old problems.

The clinical teacher

Mukhtar O, Griffin J, Naheed S, Bryant C.
PMID: 28225216
Clin Teach. 2018 Feb;15(1):34-37. doi: 10.1111/tct.12619. Epub 2017 Feb 22.

BACKGROUND: In December 2013 the Multiple Consultant Report (MCR) was introduced as an assessment tool for junior doctors (i.e. doctors below specialist status) in the UK, including those undertaking core medical training (CMT). It aims to capture the views...

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Mukhtar O, Griffin J, Naheed S, et al. The Multiple Consultant Report: new assessment; same old problems. Clin Teach. 2017;15(1):34-37doi: 10.1111/tct.12619.
Mukhtar, O., Griffin, J., Naheed, S., & Bryant, C. (2018). The Multiple Consultant Report: new assessment; same old problems. The clinical teacher, 15(1), 34-37. https://doi.org/10.1111/tct.12619
Mukhtar, Omar, et al. "The Multiple Consultant Report: new assessment; same old problems." The clinical teacher vol. 15,1 (2018): 34-37. doi: https://doi.org/10.1111/tct.12619
Mukhtar O, Griffin J, Naheed S, Bryant C. The Multiple Consultant Report: new assessment; same old problems. Clin Teach. 2018 Feb;15(1):34-37. doi: 10.1111/tct.12619. Epub 2017 Feb 22. PMID: 28225216.
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Participation in medical college activities: a case study of the Australasian experience.

Journal of health organization and management

McNeil N, Leggat S, Bartram T.
PMID: 26556154
J Health Organ Manag. 2015;29(7):840-7. doi: 10.1108/JHOM-01-2014-0006.

PURPOSE: Medical Colleges rely on the volunteer labour of their Fellows to undertake their key functions. In the Australasian context, there is anecdotal evidence to suggest that Fellow participation is declining. The purpose of this paper is to examine...

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McNeil N, Leggat S, Bartram T. Participation in medical college activities: a case study of the Australasian experience. J Health Organ Manag. 2015;29(7):840-7doi: 10.1108/JHOM-01-2014-0006.
McNeil, N., Leggat, S., & Bartram, T. (2015). Participation in medical college activities: a case study of the Australasian experience. Journal of health organization and management, 29(7), 840-7. https://doi.org/10.1108/JHOM-01-2014-0006
McNeil, Nicola, et al. "Participation in medical college activities: a case study of the Australasian experience." Journal of health organization and management vol. 29,7 (2015): 840-7. doi: https://doi.org/10.1108/JHOM-01-2014-0006
McNeil N, Leggat S, Bartram T. Participation in medical college activities: a case study of the Australasian experience. J Health Organ Manag. 2015;29(7):840-7. doi: 10.1108/JHOM-01-2014-0006. PMID: 26556154.
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Building a taxonomy of integrated palliative care initiatives: results from a focus group.

BMJ supportive & palliative care

Ewert B, Hodiamont F, van Wijngaarden J, Payne S, Groot M, Hasselaar J, Menten J, Radbruch L.
PMID: 26647043
BMJ Support Palliat Care. 2016 Mar;6(1):14-20. doi: 10.1136/bmjspcare-2014-000841. Epub 2015 Dec 08.

BACKGROUND: Empirical evidence suggests that integrated palliative care (IPC) increases the quality of care for palliative patients and supports professional caregivers. Existing IPC initiatives in Europe vary in their design and are hardly comparable. InSuP-C, a European Union research...

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Ewert B, Hodiamont F, van Wijngaarden J, et al. Building a taxonomy of integrated palliative care initiatives: results from a focus group. BMJ Support Palliat Care. 2015;6(1):14-20doi: 10.1136/bmjspcare-2014-000841.
Ewert, B., Hodiamont, F., van Wijngaarden, J., Payne, S., Groot, M., Hasselaar, J., Menten, J., & Radbruch, L. (2016). Building a taxonomy of integrated palliative care initiatives: results from a focus group. BMJ supportive & palliative care, 6(1), 14-20. https://doi.org/10.1136/bmjspcare-2014-000841
Ewert, Benjamin, et al. "Building a taxonomy of integrated palliative care initiatives: results from a focus group." BMJ supportive & palliative care vol. 6,1 (2016): 14-20. doi: https://doi.org/10.1136/bmjspcare-2014-000841
Ewert B, Hodiamont F, van Wijngaarden J, Payne S, Groot M, Hasselaar J, Menten J, Radbruch L. Building a taxonomy of integrated palliative care initiatives: results from a focus group. BMJ Support Palliat Care. 2016 Mar;6(1):14-20. doi: 10.1136/bmjspcare-2014-000841. Epub 2015 Dec 08. PMID: 26647043; PMCID: PMC4789694.
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Learning Incubator: an instrument to foster entrepreneurship in Nursing.

Revista brasileira de enfermagem

Backes DS, Obem MK, Pereira SB, Gomes CA, Backes MT, Erdmann AL.
PMID: 26676433
Rev Bras Enferm. 2015 Nov-Dec;68(6):1103-8. doi: 10.1590/0034-7167.2015680615i.

OBJECTIVE: this study aimed to know the contributions of the Learning Incubator to the process of lifelong education in health.METHOD: this is a qualitative field research whose data was collected from August to December 2014 by the focus group...

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Backes DS, Obem MK, Pereira SB, et al. Learning Incubator: an instrument to foster entrepreneurship in Nursing. Rev Bras Enferm. 2015;68(6):1103-8doi: 10.1590/0034-7167.2015680615i.
Backes, D. S., Obem, M. K., Pereira, S. B., Gomes, C. A., Backes, M. T., & Erdmann, A. L. (2015). Learning Incubator: an instrument to foster entrepreneurship in Nursing. Revista brasileira de enfermagem, 68(6), 1103-8. https://doi.org/10.1590/0034-7167.2015680615i
Backes, Dirce Stein, et al. "Learning Incubator: an instrument to foster entrepreneurship in Nursing." Revista brasileira de enfermagem vol. 68,6 (2015): 1103-8. doi: https://doi.org/10.1590/0034-7167.2015680615i
Backes DS, Obem MK, Pereira SB, Gomes CA, Backes MT, Erdmann AL. Learning Incubator: an instrument to foster entrepreneurship in Nursing. Rev Bras Enferm. 2015 Nov-Dec;68(6):1103-8. doi: 10.1590/0034-7167.2015680615i. Portuguese. PMID: 26676433.
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Workplace violence prevention for nurses on-line course: Program development.

Work (Reading, Mass.)

Hartley D, Ridenour M, Craine J, Morrill A.
PMID: 24939112
Work. 2015;51(1):79-89. doi: 10.3233/WOR-141891.

BACKGROUND: Many entry-level and experienced healthcare professionals have not received training in workplace violence prevention strategies.OBJECTIVE: This paper describes the development, content, and initial qualitative evaluation of an on-line course designed to give healthcare workers an opportunity to acquire...

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Hartley D, Ridenour M, Craine J, et al. Workplace violence prevention for nurses on-line course: Program development. Work. 2015;51(1):79-89doi: 10.3233/WOR-141891.
Hartley, D., Ridenour, M., Craine, J., & Morrill, A. (2015). Workplace violence prevention for nurses on-line course: Program development. Work (Reading, Mass.), 51(1), 79-89. https://doi.org/10.3233/WOR-141891
Hartley, Daniel, et al. "Workplace violence prevention for nurses on-line course: Program development." Work (Reading, Mass.) vol. 51,1 (2015): 79-89. doi: https://doi.org/10.3233/WOR-141891
Hartley D, Ridenour M, Craine J, Morrill A. Workplace violence prevention for nurses on-line course: Program development. Work. 2015;51(1):79-89. doi: 10.3233/WOR-141891. PMID: 24939112; PMCID: PMC4569538.
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Communities of teaching practice in the workplace: Evaluation of a faculty development programme.

Medical teacher

Schreurs ML, Huveneers W, Dolmans D.
PMID: 26610150
Med Teach. 2016 Aug;38(8):808-14. doi: 10.3109/0142159X.2015.1112892. Epub 2015 Nov 26.

BACKGROUND: The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate...

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Schreurs ML, Huveneers W, Dolmans D. Communities of teaching practice in the workplace: Evaluation of a faculty development programme. Med Teach. 2015;38(8):808-14doi: 10.3109/0142159X.2015.1112892.
Schreurs, M. L., Huveneers, W., & Dolmans, D. (2016). Communities of teaching practice in the workplace: Evaluation of a faculty development programme. Medical teacher, 38(8), 808-14. https://doi.org/10.3109/0142159X.2015.1112892
Schreurs, Marie-Louise, et al. "Communities of teaching practice in the workplace: Evaluation of a faculty development programme." Medical teacher vol. 38,8 (2016): 808-14. doi: https://doi.org/10.3109/0142159X.2015.1112892
Schreurs ML, Huveneers W, Dolmans D. Communities of teaching practice in the workplace: Evaluation of a faculty development programme. Med Teach. 2016 Aug;38(8):808-14. doi: 10.3109/0142159X.2015.1112892. Epub 2015 Nov 26. PMID: 26610150.
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Transition to consultant: a critical career point.

Medical education

Sen C, Race H, Scott-Lang C.
PMID: 28895182
Med Educ. 2017 Nov;51(11):1182-1183. doi: 10.1111/medu.13437. Epub 2017 Sep 12.

No abstract available.

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Sen C, Race H, Scott-Lang C. Transition to consultant: a critical career point. Med Educ. 2017;51(11):1182-1183doi: 10.1111/medu.13437.
Sen, C., Race, H., & Scott-Lang, C. (2017). Transition to consultant: a critical career point. Medical education, 51(11), 1182-1183. https://doi.org/10.1111/medu.13437
Sen, Camilla, et al. "Transition to consultant: a critical career point." Medical education vol. 51,11 (2017): 1182-1183. doi: https://doi.org/10.1111/medu.13437
Sen C, Race H, Scott-Lang C. Transition to consultant: a critical career point. Med Educ. 2017 Nov;51(11):1182-1183. doi: 10.1111/medu.13437. Epub 2017 Sep 12. PMID: 28895182.
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Building a framework for novice nurse development.

Nursing management

Koerner K.
PMID: 28957826
Nurs Manage. 2017 Oct;48(10):8-14. doi: 10.1097/01.NUMA.0000524819.33911.0a.

No abstract available.

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Koerner K. Building a framework for novice nurse development. Nurs Manage. 2017;48(10):8-14doi: 10.1097/01.NUMA.0000524819.33911.0a.
Koerner, K. (2017). Building a framework for novice nurse development. Nursing management, 48(10), 8-14. https://doi.org/10.1097/01.NUMA.0000524819.33911.0a
Koerner, Katie. "Building a framework for novice nurse development." Nursing management vol. 48,10 (2017): 8-14. doi: https://doi.org/10.1097/01.NUMA.0000524819.33911.0a
Koerner K. Building a framework for novice nurse development. Nurs Manage. 2017 Oct;48(10):8-14. doi: 10.1097/01.NUMA.0000524819.33911.0a. PMID: 28957826.
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Showing 1 to 12 of 825 entries