Tim Dornan

Q: What Schools Are Affiliated With Tim Dornan

Tim Dornan is affiliated with the following schools: Queen's University Belfast, University of Oxford, Queen's University at Kingston, Queens University , University of Manchester, Maastricht University, University of Cambridge

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Tim Dornan

Philosophy

#7915

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#11197

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#6413

World Rank

#7929

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Philosophy

Tim Dornan's Degrees

PhD Endocrinology University of Oxford

Why Is Tim Dornan Influential?

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According to Wikipedia, Tim Dornan is a British physician, endocrinologist and medical educationalist. He is Professor at the School of Medicine, Dentistry and Biomedical Sciences at the Queen's University Belfast. He was formerly Professor of Medical Education at Maastricht University, where he is now Professor Emeritus. He has been a visiting professor at Aarhus University, the University of Dundee and the University of British Columbia. Dornan's work has been cited over 10,000 times, nearly 40,000 times if counting two collective articles. His main research interest is clinical workplace learning and especially the application of social learning theories and qualitative methodologies to medical education.

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Tim Dornan's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Tight blood pressure control and risk of macrovascular and microvascular complications in type 2 diabetes: UKPDS 38 (1998) (5478)
Efficacy of atenolol and captopril in reducing risk of macrovascular and microvascular complications in type 2 diabetes: UKPDS 39 (1998) (1715)
Experience‐based learning: a model linking the processes and outcomes of medical students' workplace learning (2007) (517)
How can experience in clinical and community settings contribute to early medical education? A BEME systematic review (2006) (438)
Hypertension in Diabetes Study (HDS): I. Prevalence of hypertension in newly presenting type 2 diabetic patients and the association with risk factors for cardiovascular and diabetic complications. (1993) (435)
Experiential learning: AMEE Guide No. 63 (2012) (395)
United Kingdom Prospective Diabetes Study 24: A 6-Year, Randomized, Controlled Trial Comparing Sulfonylurea, Insulin, and Metformin Therapy in Patients with Newly Diagnosed Type 2 Diabetes That Could Not Be Controlled with Diet Therapy (1998) (351)
Cost effectiveness analysis of improved blood pressure control in hypertensive patients with type 2 diabetes: UKPDS 40 (1998) (331)
Early practical experience and the social responsiveness of clinical education: systematic review (2005) (327)
Kirkpatrick’s levels and education ‘evidence’ (2012) (320)
Experiential learning: Transforming theory into practice (2012) (266)
The Processes and Dimensions of Informed Self-Assessment: A Conceptual Model (2010) (266)
An in-depth investigation into causes of prescribing errors by foundation trainees in relation to thier medical education: EQUIP study. (2009) (265)
Prevalence, Incidence and Nature of Prescribing Errors in Hospital Inpatients (2009) (258)
What can experience add to early medical education? Consensus survey (2004) (228)
Outcome (competency) based education: an exploration of its origins, theoretical basis, and empirical evidence (2013) (205)
Tensions in Informed Self-Assessment: How the Desire for Feedback and Reticence to Collect and Use It Can Conflict (2011) (179)
Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13 (2010) (176)
“You can’t Cure it so you have to Endure it”: The Experience of Adaptation to Diabetic Renal Disease (2002) (148)
The Causes of and Factors Associated with Prescribing Errors in Hospital Inpatients (2009) (147)
Evaluation of an electrochemical sensor for measuring blood ketones. (2000) (146)
How can medical students learn in a self‐directed way in the clinical environment? Design‐based research (2005) (145)
Well-Being and Treatment Satisfaction in Older People With Diabetes (1998) (144)
The self critical doctor: helping students become more reflective (2008) (144)
Features of assessment learners use to make informed self‐assessments of clinical performance (2011) (142)
International Handbook of Research in Professional and Practice-based Learning (2014) (136)
How and what do medical students learn in clerkships? Experience based learning (ExBL) (2014) (134)
Factors confounding the assessment of reflection: a critical review (2011) (130)
Emotional intelligence in medical education: a critical review (2014) (129)
Medical education : theory and practice (2010) (120)
Workplace learning (2012) (116)
Prevalence, Nature, Severity and Risk Factors for Prescribing Errors in Hospital Inpatients: Prospective Study in 20 UK Hospitals (2015) (115)
When only the real thing will do: junior medical students' learning from real patients (2009) (113)
Genetic Susceptibility to the Development of Retinopathy in Insulin-dependent Diabetics (1982) (111)
The diabetes educator: trying hard, but must concentrate more on behaviour (2006) (110)
Can I cut it? Medical students' perceptions of surgeons and surgical careers. (2014) (109)
Why do women leave surgical training? A qualitative and feminist study (2019) (98)
Entering medical practice for the very first time: emotional talk, meaning and identity development (2012) (97)
What has changed in the evidence for early experience? Update of a BEME systematic review (2010) (97)
Osler, Flexner, apprenticeship and 'the new medical education'. (2005) (96)
An electronic learning portfolio for reflective continuing professional development (2002) (90)
General practitioners as supervisors in postgraduate clinical education: an integrative review (2012) (85)
Exploring the causes of junior doctors' prescribing mistakes: a qualitative study. (2014) (80)
The effect of gender on medical students’ aspirations: a qualitative study (2008) (79)
How Clerkship Students Learn From Real Patients in Practice Settings (2014) (78)
Clinical teachers and problem‐based learning: a phenomenological study (2005) (75)
Emotions and identity in the figured world of becoming a doctor (2015) (73)
Involving users in the design and usability evaluation of a clinical decision support system (2002) (73)
Peer tutoring in a medical school: perceptions of tutors and tutees (2016) (71)
Supporting medical students’ workplace learning: experience‐based learning (ExBL) (2009) (70)
Impaired processing of proopiomelanocortin in corticotroph macroadenomas. (1996) (69)
Double-Blind Evaluation of Efficacy and Tolerability of Metformin in NIDDM (1991) (68)
How could undergraduate education prepare new graduates to be safer prescribers? (2012) (67)
Students’ perceptions of patient safety during the transition from undergraduate to postgraduate training: an activity theory analysis (2010) (66)
Ultrasound in undergraduate medical education: a systematic and critical review (2017) (66)
How do clinicians become teachers? A communities of practice perspective (2016) (64)
How do people with Type 2 diabetes perceive and respond to cardiovascular risk? (2003) (63)
Lifelong learning at work (2008) (61)
Low density lipoprotein cholesterol: An association with the severity of diabetic retinopathy (1982) (58)
Feedback data sources that inform physician self-assessment (2011) (57)
Experience Based Learning (ExBL): Clinical teaching for the twenty-first century (2019) (56)
Maturity and medical students’ ease of transition into the clinical environment (2009) (55)
Attending Physician Variability: A Model of Four Supervisory Styles (2015) (55)
Bushido and Medical Professionalism in Japan (2014) (48)
Human Molecular Biology: An Introduction to the Molecular Basis of Health and Disease (2003) (48)
Does reflection have an effect upon case-solving abilities of undergraduate medical students? (2012) (47)
Osler, Flexner, Apprenticeship and ‘the New Medical Education’ (2005) (47)
Experience of Touch in Health Care: A Meta-Ethnography Across the Health Care Professions (2018) (46)
Phenomenological analysis of patient experiences of medical student teaching encounters (2012) (46)
Becoming a Clinical Teacher: Identity Formation in Context. (2019) (46)
Using video-cases to assess student reflection: Development and validation of an instrument (2012) (45)
‘They’ve all got to learn’. Medical students’ learning from patients in ambulatory (outpatient and general practice) consultations (2009) (44)
Peripheral skin necrosis complicating beta-blockage. (1979) (43)
Realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals (2016) (42)
‘You become a man in a man's world’: is there discursive space for women in surgery? (2015) (41)
Admission criteria and diversity in medical school (2013) (40)
Preparing for Practice (2017) (40)
Making theory explicit - An analysis of how medical education research(ers) describe how they connect to theory (2017) (38)
Using the internet to access confidential patient records: a case study (2000) (37)
Factors protective against retinopathy in insulin-dependent diabetics free of retinopathy for 30 years (1982) (36)
Dealing with emotions: medical undergraduates’ preferences in sharing their experiences (2016) (35)
Unsuspected hypoglycaemia, haemoglobin A1 and diabetic control. (1981) (35)
Do you really want to be a doctor? The highs and lows of identity development (2012) (34)
Experience based learning : learning clinical medicine in workplaces (2006) (34)
Development and evaluation of an e‐learning package for teaching skin examination. Action research (2006) (33)
Medical students’ reactions to an experience-based learning model of clinical education (2013) (33)
Pharmacist-led feedback workshops increase appropriate prescribing of antimicrobials. (2016) (32)
Possibility and agency in Figured Worlds: becoming a ‘good doctor’ (2017) (32)
"Should I prioritize medical problem solving or attentive listening?": the dilemmas and challenges that medical students experience when learning to conduct consultations. (2015) (32)
Three Cases of Macroprolactinaemia (1999) (31)
Manchester Clinical Placement Index (MCPI). Conditions for medical students’ learning in hospital and community placements (2012) (31)
Medical students’ emotional development in early clinical experience: a model (2014) (31)
Transverse myelitis as the presentation of Jo-1 antibody syndrome (myositis and fibrosing alveolitis) in long-standing ulcerative colitis. (1993) (30)
Building confidence for work as house officers: student experience in the final year of a new problem‐based curriculum (2002) (30)
The influence of reflection on portfolio learning in undergraduate dental education. (2013) (28)
Making sense of how physician preceptors interact with medical students: discourses of dialogue, good medical practice, and relationship trajectories (2014) (28)
How do patients experience caring? Scoping review. (2017) (28)
What is evidence? Reflections on the AMEE symposium, Vienna, August 2011 (2012) (27)
Body pedagogics: embodied learning for the health professions (2019) (27)
Integrated and implicit: how residents learn CanMEDS roles by participating in practice (2017) (26)
“You understand that whole big situation they’re in”: interpretative phenomenological analysis of peer-assisted learning (2018) (25)
Towards valid measures of self‐directed clinical learning (2003) (25)
Consultation skills of medical students before and after changes in curriculum (2000) (25)
A web‐based presentation of an undergraduate clinical skills curriculum (2003) (25)
Activity theory: mediating research in medical education (2015) (25)
How to pass on your expertise: a four‐point approach to training physical examination skills in the out‐patient setting (2001) (24)
Progressive collaborative refinement on teams: implications for communication practices (2014) (23)
Preparing to prescribe: How do clerkship students learn in the midst of complexity? (2015) (23)
Family Physicians’ Experiences of Physical Examination (2019) (23)
What causes prescribing errors in children? Scoping review (2019) (21)
Gender, religion, and sociopolitical issues in cross-cultural online education (2016) (20)
Understand (2018) (20)
Blood viscosity, glycaemic control and retinopathy in insulin-dependent diabetes. (1982) (19)
Self-assessment in CPD: lessons from the UK undergraduate and postgraduate education domains. (2008) (19)
What supervisors say in their feedback: construction of CanMEDS roles in workplace settings (2015) (18)
Attachment style and alliance in patients with diabetes and healthcare professionals (2009) (18)
Adult learning and continuing education (2000) (18)
Emotional Learning and Identity Development in Medicine: A Cross-Cultural Qualitative Study Comparing Taiwanese and Dutch Medical Undergraduates (2017) (18)
Power in clinical teachers’ discourses of a curriculum-in-action. Critical discourse analysis (2013) (18)
Becoming a clinician: Trainee identity formation within the general practice supervisory relationship (2020) (18)
Student evaluation of the clinical ‘curriculum in action’ (2006) (18)
Postgraduate training in Ireland: expectations and experience (2014) (18)
How can tomorrow's doctors be more caring? A phenomenological investigation (2018) (18)
PLASMA 6-KETO-PGF1αCONCENTRATIONS AND DIABETIC RETINOPATHY (1980) (17)
Using a sledgehammer to crack a nut: clinical ethics review and medical education research projects (2007) (17)
Widespread crystallisation of paraprotein in myelomatosis. (1985) (17)
A technology using feedback to manage experience based learning (2004) (16)
A realist review of educational interventions to improve the delivery of nutrition care by doctors and future doctors (2014) (16)
Learning to work together through talk: Continuing professional development in medicine (2016) (16)
Embodying empathy: A phenomenological study of physician touch (2019) (16)
Evaluation of self‐directed clinical education: validation of an instrument (2004) (16)
Living with ‘melanoma’ … for a day: a phenomenological analysis of medical students’ simulated experiences (2017) (16)
Technology‐enhanced learning: appraising the evidence (2010) (16)
Medical Education to Enhance Critical Consciousness: Facilitators’ Experiences (2017) (14)
Can less be more? Comparison of an 8-item placement quality measure with the 50-item Dundee Ready Educational Environment Measure (DREEM) (2015) (14)
"Learning the Lingo": A Grounded Theory Study of Telephone Talk in Clinical Education. (2019) (14)
Physical isolation with virtual support: Registrars’ learning via remote supervision (2015) (14)
Twelve tips on how to set up postgraduate training via remote clinical supervision (2013) (14)
Principles of fatigue in residency education: a qualitative study. (2016) (14)
Skills base: a Web-based electronic learning portfolio for clinical skills. (2001) (14)
Learning to prescribe intravenous fluids: A scoping review (2017) (13)
Rapid application design of an electronic clinical skills portfolio for undergraduate medical students (2005) (13)
What use is qualitative research? (2017) (13)
Supervisor Continuity or Co-Location: Which Matters in Residency Education? Findings From a Qualitative Study of Remote Supervisor Family Physicians in Australia and Canada (2015) (13)
Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue (2016) (12)
When I say … discourse analysis (2014) (12)
Capillary and Venous Blood Glucose Measurements Using a Direct Glucose‐sensing Meter (1991) (12)
Medical education in an age of complexity, uncertainty and reflection. A coda to the Flexner centenary (2011) (12)
Harnessing insights from an activity system – OSCEs past and present expanding future assessments (2020) (12)
CAUSES OF DEATH IN DIABETIC PATIENTS WITH IMPAIRED RENAL FUNCTION An Audit of a Hospital Diabetic Clinic Population (1987) (12)
Recovery of Sleep or Recovery of Self? A Grounded Theory Study of Residents’ Decision Making Regarding How to Spend Their Nonclinical Postcall Time (2016) (11)
Quizzes and conversations: exploring the role of retrieval in medical education (2013) (11)
Pathology and the OSCE: insights from a pilot study (1998) (11)
How should trainees be taught to open a clinical interview? (2005) (11)
Training junior doctors in complex skills (2003) (11)
Large group teaching (2013) (10)
Drama to promote non‐verbal communication skills (2019) (10)
Losing touch? Refining the role of physical examination in family medicine. (2015) (10)
Child Health and Obstetrics‐Gynaecology in a problem‐based learning curriculum: accepting the limits of integration and the need for differentiation (2002) (10)
Pride and prejudice – What can we learn from peer review? (2020) (10)
The lesser of two evils: a qualitative study of quetiapine prescribing by family physicians. (2018) (9)
Identification of best evidence in medical education. Case study (2007) (9)
Plasma N-acetyl-β,D-glucosaminidase activities and glycaemia in diabetes mellitus (1983) (9)
2-YEAR PROSPECTIVE-STUDY OF IMPROVED DIABETIC CONTROL IN INSULIN-DEPENDENT DIABETIC-PATIENTS WITH BACKGROUND RETINOPATHY (1982) (9)
Medical students need experience not just competence (2020) (8)
Addisonian crisis presenting with a normal short tetracosactrin stimulation test. (1993) (8)
Characteristics of Reported Pediatric Medication Errors in Northern Ireland and Use in Quality Improvement (2020) (8)
Fatigue in Residency Education: Understanding the Influence of Work Hours Regulations in Europe (2017) (8)
How do children and adolescents experience healthcare professionals? Scoping review and interpretive synthesis (2021) (8)
Self‐directed, integrated clinical learning through a sign‐up system (2003) (8)
Medical school clinical placements – the optimal method for assessing the clinical educational environment from a graduate entry perspective (2018) (8)
Critical appraisal of published research evidence: treatment of gestational diabetes (2001) (8)
Diabetes in the Elderly: Epidemiology (1994) (8)
The pen is mightier than the sword. Reinstating patient care as the object of prescribing education (2020) (8)
On complexity and craftsmanship (2010) (8)
Beyond work-hour restrictions: a qualitative study of residents’ subjective workload (2015) (7)
Medical teachers’ discursive positioning of doctors in relation to patients (2020) (7)
Music and health. Phenomenological investigation of a medical humanity (2013) (7)
Learning how to learn using simulation: Unpacking disguised feedback using a qualitative analysis of doctors’ telephone talk (2018) (7)
In defence of the existing strengths of medical education research (2009) (7)
Comprar Medical Education: Theory and Practice | John A. Spencer | 9780702035227 | Churchill Livingstone (2010) (7)
Intravenous fluid prescribing errors in children: Mixed methods analysis of critical incidents (2017) (7)
Easing the transition: the final year of medical education at Maastricht University. (2012) (7)
Diagnostic performance on briefly presented digital pathology images (2015) (6)
Long-term dietary treatment of hyperlipidaemia in patients treated with chronic haemodialysis. (1980) (6)
Successful Treatment of Short Stature and Delayed Puberty in Congenital Magnesium-Losing Kidney (1993) (6)
The social construction of teacher and learner identities in medicine and surgery (2022) (6)
Mapping the landscape or exploring the terrain? Progressing humanism in medical education (2016) (6)
Recruitment to academic medicine (2009) (5)
Core Clinical Skills for OSCEs in Medicine (2006) (5)
Exodus? The training paths and plans of postgraduate medical trainees, under the Royal College of Physicians of Ireland (2015) (5)
Talking, Touching, and Cutting: The Craft of Medicine (2013) (5)
Children’s and adolescents’ experiences of healthcare professionals: scoping review protocol (2020) (5)
‘Glycosuria: Please Advise’. Reflections on Undergraduate Medical Education (1992) (5)
Uncovering the ecology of clinical education: a dramaturgical study of informal learning in clinical teams (2020) (5)
Being Vulnerable: A Qualitative Inquiry of Physician Touch in Medical Education (2020) (5)
Considering axiological integrity: a methodological analysis of qualitative evidence syntheses, and its implications for health professions education (2018) (5)
Embodied Reflexivity in Qualitative Analysis: A Role for Selfies (2017) (4)
Learning about emotions in illness. Integrating psychotherapeutic teaching in medical education (2015) (4)
Medical communication and diabetes (2003) (4)
Cultural hegemony? Educators' perspectives on facilitating cross-cultural dialogue. (2016) (4)
Factors confounding the assessment of reflection (2012) (4)
New opportunities in health care education evidence synthesis (2014) (4)
Implementing implementation (2021) (3)
Acting wisely in complex clinical situations: ‘Mutual safety’ for clinicians as well as patients (2021) (3)
CONTINUOUS SUBCUTANEOUS INSULIN INFUSION OR SUBCUTANEOUS INSULIN INJECTIONS (1979) (3)
Identity text: an educational intervention to foster cultural interaction. (2016) (3)
Identity text: an educational intervention to foster cultural interaction (2016) (3)
Continuing education (1999) (3)
Who needs beds? (2014) (3)
Oral Abstracts (2017) (3)
Community perceptions of a rural medical school: a pilot qualitative study (2014) (3)
Teaching in a busy clinic (2012) (3)
What is a learning portfolio? (2001) (3)
Enhancing workplace learning at the transition into practice: Lessons from a pandemic (2020) (3)
Was the education I provided effective? (2002) (3)
Close-to-Practice Qualitative Research Methods (2019) (2)
Comprar Core Clinical Skills for OSCEs in Surgery | Ged Byrne | 0443071861 | Churchill Livingstone (2007) (2)
become more reflective The self critical doctor: helping students (2008) (2)
Work-based, Accredited Professional Education: Insights from Medicine (2014) (2)
Headache in diabetes--occipital neuropathy. (2003) (2)
Diabetes in hospital. (2004) (2)
Readiness to prescribe: Using educational design to untie the Gordian Knot (2020) (2)
Plasma 6-keto-PGF1 alpha concentrations and diabetic retinopathy. (1980) (2)
Syndrome(s) X (1991) (2)
The Physician as Educator (1999) (2)
What do paediatric trainees require from their clinical supervisors? (2014) (2)
A systematic review of the causes of and factors associated with prescribing errors (2008) (2)
When I say … understand (2018) (1)
What is Feasible in a Diabetic Clinic? The Diabetologist's Charter (1994) (1)
Core Skills in Administering and Prescribing Drugs (1997) (1)
2-YEAR RANDOMIZED PROSPECTIVE-STUDY OF IMPROVED DIABETIC CONTROL IN TYPE-1 (INSULIN-DEPENDENT) DIABETIC-PATIENTS WITH RETINOPATHY - PREVENTION OF DETERIORATION OF NERVE AND RENAL-FUNCTION WITH RETINOPATHY CHANGES RELATED TO HLA-DR4 (1982) (1)
Preparing to prescribe: How do clerkship students learn in the midst of complexity? (2015) (1)
Evolving Electrocardiographic Changes in a Patient with Hyperthyroidism (2000) (1)
Risk factors for severe retinopathy in non-insulin dependent diabetes. (1983) (1)
Music and Medicine: being in the moment (2018) (1)
“You understand that whole big situation they’re in”: interpretative phenomenological analysis of peer-assisted learning (2018) (1)
A realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare (2016) (1)
Instructional models in domains and professions (2007) (1)
DIABETICS AND RENAL FAILURE (1987) (1)
Can acquisition of expertise be supported by technology (2009) (1)
Does reflection have an effect upon case-solving abilities of undergraduate medical students? (2012) (1)
Pre-prescribing: Creating a zone of proximal development where medical students can safely fail (2022) (1)
Medicine: A Core Text with Self-Assessment (1997) (1)
Medical students’ emotional development in early clinical experience: a model (2013) (1)
Education Research [291–300] 291. Medical Students’ Attitude Towards Rheumatology Training at Fy1 And Fy2 Level: Results from a National Survey (2010) (1)
A response to “Competency frameworks: universal or local” by Mortaz Hejri and Jalili (2012) (2013) (1)
An introduction to the medical education domain (1)
Diabetes insipidus complicating myelofibrosis. (1989) (1)
LTfLL D7.2 Validation 2 (2009) (0)
Deliverable 7.2 LTfLL – Validation 2 (2010) (0)
The Authors’ Reply (1993) (0)
P351 Defining competencies for infectious diseases specialists from national and international perspectives (2013) (0)
Making sense of how physician preceptors interact with medical students: discourses of dialogue, good medical practice, and relationship trajectories (2013) (0)
Deliverable 7.1 LTfLL – Validation Design (2009) (0)
Workplace learning (2012) (0)
Situation, Me, Act, and Check (SMAC): A toolkit that helps students learn to Act Wisely in practice (2021) (0)
Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context (2020) (0)
O-EDU-151 Work Hour Regulations Complicate Residency Education: Lessons about the Social Construct of Fatigue in Europe (2017) (0)
British Diabetic Association, Autumn Meeting, Liverpool, 1987 (1987) (0)
1212 Children’s involvement in medical education: a scoping review (2021) (0)
Music and health. Phenomenological investigation of a medical humanity (2012) (0)
Activity theory: mediating change in medical education (2015) (0)
Emotional intelligence in medical education: a critical (2014) (0)
Gender, religion, and sociopolitical issues in cross-cultural online education (2015) (0)
From fixer to facilitator: an interpretative phenomenological study of diabetes person-centred counselling and empowerment education (2022) (0)
Medical school clinical placements – the optimal method for assessing the clinical educational environment from a graduate entry perspective (2018) (0)
SC52 A phenomenological analysis of simulated participants (2019) (0)
Book of the Month: Human Molecular Biology: An Introduction to the Molecular Basis of Health and Disease (2003) (0)
Experience - the best teacher? (2007) (0)
Unusual case of Pseudohypoparathyroidism type Ib (2006) (0)
Fifteen-minute consultation: Guide to communicating with children and young people (2021) (0)
The ECLectic module: experiential clinical learning within a self-directed curriculum. (2001) (0)
Do Older People with Diabetes Feel Well and are They Happy with Their Treatment (1997) (0)
Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context (2020) (0)
G328(P) Evaluation of medical student perception of performance of a task versus the actual performance (2015) (0)
Medical students’ reactions to an experience-based learning model of clinical education (2013) (0)
University of Groningen Using video-cases to assess student reflection (2019) (0)
' s response to reviews Title : Does reflection have an effect upon case-solving abilities of undergraduate medical students ? (2012) (0)
Pharmacist-led Feedback to Junior Doctors to Reduce Suboptimal Prescribing of Antimicrobials (2014) (0)
What supervisors say in their feedback: construction of CanMEDS roles in workplace settings (2015) (0)
PLASMA SOMATOMEDIN IN DIABETICS WITH RETINOPATHY AND JOINT CONTRACTURES (1983) (0)
A response to “Competency frameworks: universal or local” by Mortaz Hejri and Jalili (2012) (2013) (0)
Editorial (2002) (0)
A two-edged sword: Narrative inquiry into Japanese doctors’ intrinsic motivation (2019) (0)
Editorial: Continuing education (2002) (0)
Physician Achievement Review Program Feedback Focus Group Measure (2014) (0)
Report of the research and development group. (1996) (0)
High mortality rate in hospital inpatients with hyponatraemia (2006) (0)
Learning to prescribe intravenous fluids: A scoping review (2017) (0)
Evaluation of a novel process-orientated approach to teaching medical history-taking (1998) (0)
Manchester Clinical Placement Index (MCPI). Conditions for medical students’ learning in hospital and community placements (2012) (0)
Can less be more? Comparison of an 8-item placement quality measure with the 50-item Dundee Ready Educational Environment Measure (DREEM) (2015) (0)
Crossing the Chiasm: Sutured Care in Medical Education (2018) (0)
OSCEs Unplugged: critical exploration of stakeholder perspectives [Published Abstract, Canadian Conference on Medical Education] (2019) (0)
Clinical teacher identity: A new frontier for faculty development (2020) (0)
In Reply to Berjis. (2020) (0)
Outcome (competency) based education: an exploration of its origins, theoretical basis, and empirical evidence (2012) (0)
Prevalence, nature and severity of prescribing errors in hospital inpatients: Prospective study in 20 UK hospitals (2009) (0)
G628(P) Talk to me: exploring how doctors prescribe insulin for children (2019) (0)
Making Sense of Fatigue: Implications of Social Constructs of Fatigue in Clinical Training and Practice (2015) (0)
Headache in Diabetes–- Occipital Neuropathy (2003) (0)
The impact of professional culture on prescribing safety (2010) (0)
Michael George Dornan (2018) (0)
Beyond work-hour restrictions: a qualitative study of residents’ subjective workload (2015) (0)
Experiential learning: Transforming theory into practice 1 (2012) (0)
MICROALBUMINURIA AND RETINOPATHY (1985) (0)
Fifth Annual Meeting of the Anglo‐Danish‐Dutch Diabetes Group (1988) (0)
Student's experiences in a geographically dispersed MBBS course: learning from patients (2012) (0)
Experience-based learning: an alternative approach to teaching medical students on paediatric placements (2022) (0)
‘Hospital Hyperglycaemia’; Perception or Reality? (1995) (0)
Longitudinal participation in a community of practice improves minor speciality learning. (2009) (0)
Medical Education and Evidence‐Based Medicine (2014) (0)
William Osler's values and medical education in the 21st century. (2000) (0)
The relevance of clinical workplace learning and assessment in CP&T (2013) (0)
Medical Teacher In Ten Minutes (2018) (0)
Systematic review examining the prevalence and nature of prescribing errors in hospital inpatients (2008) (0)
MEDICAL TEACHER IN TEN MINUTES (2019) (0)
Music as a medical humanity. A phenomenological perspective (2011) (0)
SC47 A scoping review: what is known about how individuals, and their experiences of illness/healthcare are represented by simulated participants (sp’s) in healthcare professional education (HPE)? (2019) (0)
When I say … pedagogy (2021) (0)
Destabilising institutions to make healthcare more equitable: Clinicians, educators, and researchers co-producing change (2020) (0)
Whither Secondary Care? (1994) (0)
Improving patient safety by teaching safe prescribing: developing evidence informed recommendations. (2010) (0)
Activity Theory and Medical Education: Foundations, findings and future perspectives (2019) (0)
What does it take to be caring? Scoping Review (2017) (0)
A pedagogy of uncertainty: opening up fissures in the competence paradigm (2020) (0)
Power in clinical teachers’ discourses of a curriculum-in-action. Critical discourse analysis (2013) (0)
Medical Teacher Reviewers in 2015 (2016) (0)
Comprar Master Medicine: Medicine | Paul A. O'Neill | 9780443103209 | Churchill Livingstone (2007) (0)
How and what do medical students learn in clerkships? Experience based learning (ExBL) (2014) (0)
Book reviews (2004) (0)
Continuing education (2000) (0)
Making theory explicit - An analysis of how medical education research(ers) describe how they connect to theory (2017) (0)
Using video-cases to assess student reflection: Development and validation of an instrument (2012) (0)
Authors’ reply (2003) (0)
Author's response to reviews Title: Using video-cases to assess student reflection: Development and validation of an instrument Authors: (2012) (0)
OSCEs Unplugged: critical exploration of stakeholder perspectives (2019) (0)
Confusion, fear, and anxiety. Using rich picturing and phenomenology to disrupt educational scare tactics (2020) (0)
GP147 Lost in the scenario: losing sight of the patient when using a structured prescription chart (2019) (0)
How do patients experience caring ? Scoping review 1 2 (2017) (0)
Case Review and Supervision on the Clinical Teaching Unit: Time to Be More Explicit (2013) (0)
Peer tutoring in a medical school: perceptions of tutors and tutees (2016) (0)
Considering axiological integrity: a methodological analysis of qualitative evidence syntheses, and its implications for health professions education (2018) (0)
Learning dermatology: how can we do it better? (2010) (0)
Pre-prescribing: changing the object of prescribing education (2020) (0)
Who needs beds? (2014) (0)
How do clinicians become teachers? A communities of practice perspective (2016) (0)
The wolf shall dwell with the lamb: The power dynamics of interprofessional education (2021) (0)
The problem with feedback (2021) (0)
LTfLL Deliverable 7.1 Validation Design (2008) (0)

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