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Assessment and accountability: part 1 - assessment.

Nursing standard (Royal College of Nursing (Great Britain) : 1987)

Houghton T.
PMID: 27191451
Nurs Stand. 2016 May 18;30(38):41-9. doi: 10.7748/ns.30.38.41.s44.

Assessment in clinical practice is a complex role undertaken by mentors and practice teachers. Therefore, this and the following two articles in this series will explore student assessment in clinical practice and the theoretical concepts that relate to assessment...

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Houghton T. Assessment and accountability: part 1 - assessment. Nurs Stand. 2016;30(38):41-9doi: 10.7748/ns.30.38.41.s44.
Houghton, T. (2016). Assessment and accountability: part 1 - assessment. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 30(38), 41-9. https://doi.org/10.7748/ns.30.38.41.s44
Houghton, Trish. "Assessment and accountability: part 1 - assessment." Nursing standard (Royal College of Nursing (Great Britain) : 1987) vol. 30,38 (2016): 41-9. doi: https://doi.org/10.7748/ns.30.38.41.s44
Houghton T. Assessment and accountability: part 1 - assessment. Nurs Stand. 2016 May 18;30(38):41-9. doi: 10.7748/ns.30.38.41.s44. PMID: 27191451.
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Relationships: Scions of science.

Nature

Dance A.
PMID: 27152383
Nature. 2016 May 05;533(7601):133-5. doi: 10.1038/nj7601-131a.

No abstract available.

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Dance A. Relationships: Scions of science. Nature. 2016;533(7601):133-5doi: 10.1038/nj7601-131a.
Dance, A. (2016). Relationships: Scions of science. Nature, 533(7601), 133-5. https://doi.org/10.1038/nj7601-131a
Dance, Amber. "Relationships: Scions of science." Nature vol. 533,7601 (2016): 133-5. doi: https://doi.org/10.1038/nj7601-131a
Dance A. Relationships: Scions of science. Nature. 2016 May 05;533(7601):133-5. doi: 10.1038/nj7601-131a. PMID: 27152383.
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Switching Gears After Graduate School: From Applied Human Physiology to Basic Science.

The Physiologist

Goulopoulou S.
PMID: 27120863
Physiologist. 2016 Mar;59(2):91-4.

No abstract available.

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Goulopoulou S. Switching Gears After Graduate School: From Applied Human Physiology to Basic Science. Physiologist. 2016;59(2):91-4
Goulopoulou, S. (2016). Switching Gears After Graduate School: From Applied Human Physiology to Basic Science. The Physiologist, 59(2), 91-4.
Goulopoulou, Styliani. "Switching Gears After Graduate School: From Applied Human Physiology to Basic Science." The Physiologist vol. 59,2 (2016): 91-4.
Goulopoulou S. Switching Gears After Graduate School: From Applied Human Physiology to Basic Science. Physiologist. 2016 Mar;59(2):91-4. PMID: 27120863.
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The Essential Role of Educator Development: 10 Years of the ACC Emerging Faculty Program.

Journal of the American College of Cardiology

Auseon AJ, O'Gara PT, Klodas E, Holmes DR, Jackson MJ, Green JS, Konstam MA, Nishimura RA.
PMID: 27151350
J Am Coll Cardiol. 2016 May 10;67(18):2177-2182. doi: 10.1016/j.jacc.2016.02.052.

The American College of Cardiology Emerging Faculty program was developed in 2005 to promote a systematic approach to "educate the educators" through training and mentorship. A primary focus of the program is the biennial Teaching Skills Workshop, which has...

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Auseon AJ, O'Gara PT, Klodas E, et al. The Essential Role of Educator Development: 10 Years of the ACC Emerging Faculty Program. J Am Coll Cardiol. 2016;67(18):2177-2182doi: 10.1016/j.jacc.2016.02.052.
Auseon, A. J., O'Gara, P. T., Klodas, E., Holmes, D. R., Jackson, M. J., Green, J. S., Konstam, M. A., & Nishimura, R. A. (2016). The Essential Role of Educator Development: 10 Years of the ACC Emerging Faculty Program. Journal of the American College of Cardiology, 67(18), 2177-2182. https://doi.org/10.1016/j.jacc.2016.02.052
Auseon, Alex J, et al. "The Essential Role of Educator Development: 10 Years of the ACC Emerging Faculty Program." Journal of the American College of Cardiology vol. 67,18 (2016): 2177-2182. doi: https://doi.org/10.1016/j.jacc.2016.02.052
Auseon AJ, O'Gara PT, Klodas E, Holmes DR, Jackson MJ, Green JS, Konstam MA, Nishimura RA. The Essential Role of Educator Development: 10 Years of the ACC Emerging Faculty Program. J Am Coll Cardiol. 2016 May 10;67(18):2177-2182. doi: 10.1016/j.jacc.2016.02.052. PMID: 27151350.
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How to be a good role model.

Nursing standard (Royal College of Nursing (Great Britain) : 1987)

Day-Calder M.
PMID: 27762950
Nurs Stand. 2016 Oct 12;31(7):37-38. doi: 10.7748/ns.31.7.37.s41.

The Cambridge dictionary defines a role model as 'a person who someone admires and whose behaviour they try to copy'. When considering what professional traits you would like to portray to others, it might help to think of colleagues...

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Day-Calder M. How to be a good role model. Nurs Stand. 2016;31(7):37-38doi: 10.7748/ns.31.7.37.s41.
Day-Calder, M. (2016). How to be a good role model. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 31(7), 37-38. https://doi.org/10.7748/ns.31.7.37.s41
Day-Calder, Mandy. "How to be a good role model." Nursing standard (Royal College of Nursing (Great Britain) : 1987) vol. 31,7 (2016): 37-38. doi: https://doi.org/10.7748/ns.31.7.37.s41
Day-Calder M. How to be a good role model. Nurs Stand. 2016 Oct 12;31(7):37-38. doi: 10.7748/ns.31.7.37.s41. PMID: 27762950.
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Include mentoring skills in hiring and promotion criteria.

Nature

Oppenheimer SB.
PMID: 29388965
Nature. 2018 Feb 01;554(7690):31. doi: 10.1038/d41586-018-01311-y.

No abstract available.

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Oppenheimer SB. Include mentoring skills in hiring and promotion criteria. Nature. 2018;554(7690):31doi: 10.1038/d41586-018-01311-y.
Oppenheimer, S. B. (2018). Include mentoring skills in hiring and promotion criteria. Nature, 554(7690), 31. https://doi.org/10.1038/d41586-018-01311-y
Oppenheimer, Steven B. "Include mentoring skills in hiring and promotion criteria." Nature vol. 554,7690 (2018): 31. doi: https://doi.org/10.1038/d41586-018-01311-y
Oppenheimer SB. Include mentoring skills in hiring and promotion criteria. Nature. 2018 Feb 01;554(7690):31. doi: 10.1038/d41586-018-01311-y. PMID: 29388965.
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Twelve tips for medical students to make the best use of ward-based learning.

Medical teacher

Bharamgoudar R, Sonsale A.
PMID: 28580820
Med Teach. 2017 Nov;39(11):1119-1122. doi: 10.1080/0142159X.2017.1327707. Epub 2017 Jun 05.

BACKGROUND: With a multitude of healthcare professionals willing to teach, a placement on a ward is an invaluable learning opportunity; yet as students, we often struggle to maximize this placements' potential.AIM: This article provides 12 tips for medical students...

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Bharamgoudar R, Sonsale A. Twelve tips for medical students to make the best use of ward-based learning. Med Teach. 2017;39(11):1119-1122doi: 10.1080/0142159X.2017.1327707.
Bharamgoudar, R., & Sonsale, A. (2017). Twelve tips for medical students to make the best use of ward-based learning. Medical teacher, 39(11), 1119-1122. https://doi.org/10.1080/0142159X.2017.1327707
Bharamgoudar, Reshma, and Sonsale, Aniket. "Twelve tips for medical students to make the best use of ward-based learning." Medical teacher vol. 39,11 (2017): 1119-1122. doi: https://doi.org/10.1080/0142159X.2017.1327707
Bharamgoudar R, Sonsale A. Twelve tips for medical students to make the best use of ward-based learning. Med Teach. 2017 Nov;39(11):1119-1122. doi: 10.1080/0142159X.2017.1327707. Epub 2017 Jun 05. PMID: 28580820.
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"Be like Mike…".

The Journal of thoracic and cardiovascular surgery

Verrier ED.
PMID: 28669436
J Thorac Cardiovasc Surg. 2017 Oct;154(4):1348. doi: 10.1016/j.jtcvs.2017.05.094. Epub 2017 Jun 09.

No abstract available.

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Verrier ED. "Be like Mike…". J Thorac Cardiovasc Surg. 2017;154(4):1348doi: 10.1016/j.jtcvs.2017.05.094.
Verrier, E. D. (2017). "Be like Mike…". The Journal of thoracic and cardiovascular surgery, 154(4), 1348. https://doi.org/10.1016/j.jtcvs.2017.05.094
Verrier, Edward D. ""Be like Mike…"." The Journal of thoracic and cardiovascular surgery vol. 154,4 (2017): 1348. doi: https://doi.org/10.1016/j.jtcvs.2017.05.094
Verrier ED. "Be like Mike…". J Thorac Cardiovasc Surg. 2017 Oct;154(4):1348. doi: 10.1016/j.jtcvs.2017.05.094. Epub 2017 Jun 09. PMID: 28669436.
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Limitations of medical student mentor programmes.

The clinical teacher

Oliver S, Gallacher L, Collins K, Haddock R, McAuley L, Taylor H.
PMID: 26009964
Clin Teach. 2015 Jun;12(3):220. doi: 10.1111/tct.12364.

No abstract available.

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Oliver S, Gallacher L, Collins K, et al. Limitations of medical student mentor programmes. Clin Teach. 2015;12(3):220doi: 10.1111/tct.12364.
Oliver, S., Gallacher, L., Collins, K., Haddock, R., McAuley, L., & Taylor, H. (2015). Limitations of medical student mentor programmes. The clinical teacher, 12(3), 220. https://doi.org/10.1111/tct.12364
Oliver, Scott, et al. "Limitations of medical student mentor programmes." The clinical teacher vol. 12,3 (2015): 220. doi: https://doi.org/10.1111/tct.12364
Oliver S, Gallacher L, Collins K, Haddock R, McAuley L, Taylor H. Limitations of medical student mentor programmes. Clin Teach. 2015 Jun;12(3):220. doi: 10.1111/tct.12364. PMID: 26009964.
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A rewarding experience.

The Alpha omegan

Stern MS.
PMID: 24864399
Alpha Omegan. 2013 Fall-Winter;106(3):57.

No abstract available.

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Stern MS. A rewarding experience. Alpha Omegan. 2013;106(3):57
Stern, M. S. (2013). A rewarding experience. The Alpha omegan, 106(3), 57.
Stern, Michael S. "A rewarding experience." The Alpha omegan vol. 106,3 (2013): 57.
Stern MS. A rewarding experience. Alpha Omegan. 2013 Fall-Winter;106(3):57. PMID: 24864399.
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On the horizon: the year of the MOOCs.

Nursing education perspectives

Skiba DJ.
PMID: 23763031
Nurs Educ Perspect. 2013 Mar-Apr;34(2):136-7. doi: 10.5480/1536-5026-34.2.136.

No abstract available.

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Skiba DJ. On the horizon: the year of the MOOCs. Nurs Educ Perspect. 2013;34(2):136-7doi: 10.5480/1536-5026-34.2.136.
Skiba, D. J. (2013). On the horizon: the year of the MOOCs. Nursing education perspectives, 34(2), 136-7. https://doi.org/10.5480/1536-5026-34.2.136
Skiba, Diane J. "On the horizon: the year of the MOOCs." Nursing education perspectives vol. 34,2 (2013): 136-7. doi: https://doi.org/10.5480/1536-5026-34.2.136
Skiba DJ. On the horizon: the year of the MOOCs. Nurs Educ Perspect. 2013 Mar-Apr;34(2):136-7. doi: 10.5480/1536-5026-34.2.136. PMID: 23763031.
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Work-life balance in academic medicine: narratives of physician-researchers and their mentors.

Journal of general internal medicine

Strong EA, De Castro R, Sambuco D, Stewart A, Ubel PA, Griffith KA, Jagsi R.
PMID: 23765289
J Gen Intern Med. 2013 Dec;28(12):1596-603. doi: 10.1007/s11606-013-2521-2. Epub 2013 Jun 14.

BACKGROUND: Leaders in academic medicine are often selected from the ranks of physician-researchers, whose demanding careers involve multiple professional commitments that must also be balanced with demands at home.OBJECTIVE: To gain a more nuanced understanding of work-life balance issues...

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Strong EA, De Castro R, Sambuco D, et al. Work-life balance in academic medicine: narratives of physician-researchers and their mentors. J Gen Intern Med. 2013;28(12):1596-603doi: 10.1007/s11606-013-2521-2.
Strong, E. A., De Castro, R., Sambuco, D., Stewart, A., Ubel, P. A., Griffith, K. A., & Jagsi, R. (2013). Work-life balance in academic medicine: narratives of physician-researchers and their mentors. Journal of general internal medicine, 28(12), 1596-603. https://doi.org/10.1007/s11606-013-2521-2
Strong, Erin A, et al. "Work-life balance in academic medicine: narratives of physician-researchers and their mentors." Journal of general internal medicine vol. 28,12 (2013): 1596-603. doi: https://doi.org/10.1007/s11606-013-2521-2
Strong EA, De Castro R, Sambuco D, Stewart A, Ubel PA, Griffith KA, Jagsi R. Work-life balance in academic medicine: narratives of physician-researchers and their mentors. J Gen Intern Med. 2013 Dec;28(12):1596-603. doi: 10.1007/s11606-013-2521-2. Epub 2013 Jun 14. PMID: 23765289; PMCID: PMC3832709.
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Showing 25 to 36 of 2287 entries