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1
How phenomenology can help us learn from the experiences of others
How phenomenology can help us learn from the experiences of others
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How phenomenology can help us learn from the experiences of others

Perspectives on medical education, 2019-04, Vol.8 (2), p.90-97 [Peer Reviewed Journal]

The Author(s) 2019 ;Copyright Springer Nature B.V. 2019 ;The Author(s) 2019. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-019-0509-2 ;PMID: 30953335

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2
The reflective zombie: Problematizing the conceptual framework of reflection in medical education
The reflective zombie: Problematizing the conceptual framework of reflection in medical education
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The reflective zombie: Problematizing the conceptual framework of reflection in medical education

Perspectives on medical education, 2018-12, Vol.7 (6), p.394-400 [Peer Reviewed Journal]

The Author(s) 2018 ;Copyright Springer Science & Business Media 2018 ;The Author(s) 2018. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-018-0479-9 ;PMID: 30353284

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3
Knowledge, skills and beetles: respecting the privacy of private experiences in medical education
Knowledge, skills and beetles: respecting the privacy of private experiences in medical education
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Knowledge, skills and beetles: respecting the privacy of private experiences in medical education

Perspectives on medical education, 2020-04, Vol.9 (2), p.111-116 [Peer Reviewed Journal]

The Author(s) 2020 ;The Author(s) 2020. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-020-00565-5 ;PMID: 32026318

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4
Are we generating more assessments without added value? Surgical trainees’ perceptions of and receptiveness to cross-specialty assessment
Are we generating more assessments without added value? Surgical trainees’ perceptions of and receptiveness to cross-specialty assessment
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Are we generating more assessments without added value? Surgical trainees’ perceptions of and receptiveness to cross-specialty assessment

Perspectives on medical education, 2020-08, Vol.9 (4), p.201-209 [Peer Reviewed Journal]

The Author(s) 2020 ;The Author(s) 2020. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-020-00594-0 ;PMID: 32504448

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5
Validity evidence for programmatic assessment in competency-based education
Validity evidence for programmatic assessment in competency-based education
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Validity evidence for programmatic assessment in competency-based education

Perspectives on medical education, 2018-12, Vol.7 (6), p.362-372 [Peer Reviewed Journal]

The Author(s) 2018 ;Copyright Springer Science & Business Media 2018 ;The Author(s) 2018. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-018-0481-2 ;PMID: 30430439

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6
Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development?
Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development?
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Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development?

Perspectives on medical education, 2020-06, Vol.9 (3), p.166-172 [Peer Reviewed Journal]

The Author(s) 2020 ;The Author(s) 2020. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-020-00571-7 ;PMID: 32274650

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7
On learning in the clinical environment
On learning in the clinical environment
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On learning in the clinical environment

Perspectives on medical education, 2018-08, Vol.7 (4), p.272-275 [Peer Reviewed Journal]

The Author(s) 2018 ;Copyright Springer Science & Business Media 2018 ;The Author(s) 2018. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-018-0441-x ;PMID: 29992437

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8
To fail is human: remediating remediation in medical education
To fail is human: remediating remediation in medical education
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To fail is human: remediating remediation in medical education

Perspectives on medical education, 2017-12, Vol.6 (6), p.418-424 [Peer Reviewed Journal]

The Author(s) 2017 ;Copyright Springer Science & Business Media 2017 ;The Author(s) 2017. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-017-0385-6 ;PMID: 29071550

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9
Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education
Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education
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Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education

Perspectives on medical education, 2021-01, Vol.10 (1), p.6-13 [Peer Reviewed Journal]

The Author(s) 2020 ;The Author(s) 2020. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-020-00625-w ;PMID: 33085060

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10
Implementing an interprofessional narrative medicine program in academic clinics: Feasibility and program evaluation
Implementing an interprofessional narrative medicine program in academic clinics: Feasibility and program evaluation
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Implementing an interprofessional narrative medicine program in academic clinics: Feasibility and program evaluation

Perspectives on medical education, 2019-02, Vol.8 (1), p.52-59 [Peer Reviewed Journal]

The Author(s) 2019 ;Copyright Springer Nature B.V. 2019 ;The Author(s) 2019. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-019-0497-2 ;PMID: 30721400

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11
Burnout and engagement among PhD students in medicine: the BEeP study
Burnout and engagement among PhD students in medicine: the BEeP study
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Burnout and engagement among PhD students in medicine: the BEeP study

Perspectives on medical education, 2021-03, Vol.10 (2), p.110-117 [Peer Reviewed Journal]

The Author(s) 2020 ;The Author(s) 2020. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-020-00637-6 ;PMID: 33284408

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12
The Massive Online Needs Assessment (MONA) to inform the development of an emergency haematology educational blog series
The Massive Online Needs Assessment (MONA) to inform the development of an emergency haematology educational blog series
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The Massive Online Needs Assessment (MONA) to inform the development of an emergency haematology educational blog series

Perspectives on medical education, 2018-06, Vol.7 (3), p.219-223 [Peer Reviewed Journal]

The Author(s) 2018 ;Copyright Springer Science & Business Media 2018 ;The Author(s) 2018. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-018-0406-0 ;PMID: 29488097

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13
Bibliometrics: Methods for studying academic publishing
Bibliometrics: Methods for studying academic publishing
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Bibliometrics: Methods for studying academic publishing

Perspectives on medical education, 2022-06, Vol.11 (3), p.173-176 [Peer Reviewed Journal]

The Author(s) 2021 ;2021. The Author(s). ;The Author(s) 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-277X ;ISSN: 2212-2761 ;EISSN: 2212-277X ;DOI: 10.1007/s40037-021-00695-4 ;PMID: 34914027

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14
Social media in knowledge translation and education for physicians and trainees: a scoping review
Social media in knowledge translation and education for physicians and trainees: a scoping review
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Social media in knowledge translation and education for physicians and trainees: a scoping review

Perspectives on medical education, 2020-02, Vol.9 (1), p.20-30 [Peer Reviewed Journal]

The Author(s) 2019 ;This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2019. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-019-00542-7 ;PMID: 31834598

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15
Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education
Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education
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Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education

Perspectives on medical education, 2020-02, Vol.9 (1), p.60-65 [Peer Reviewed Journal]

The Author(s) 2019 ;This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2019. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-019-00547-2 ;PMID: 31823304

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16
Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education
Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education
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Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education

Perspectives on medical education, 2017-10, Vol.6 (5), p.286-305 [Peer Reviewed Journal]

The Author(s) 2017 ;Copyright Springer Science & Business Media 2017 ;The Author(s) 2017. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-017-0376-7 ;PMID: 28956293

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17
The learning environment and resident burnout: a national study
The learning environment and resident burnout: a national study
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The learning environment and resident burnout: a national study

Perspectives on medical education, 2018-04, Vol.7 (2), p.120-125 [Peer Reviewed Journal]

The Author(s) 2018 ;Copyright Springer Science & Business Media 2018 ;The Author(s) 2018. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-018-0405-1 ;PMID: 29476425

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18
Constructing critical thinking in health professional education
Constructing critical thinking in health professional education
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Constructing critical thinking in health professional education

Perspectives on medical education, 2018-06, Vol.7 (3), p.156-165 [Peer Reviewed Journal]

The Author(s) 2018 ;Copyright Springer Science & Business Media 2018 ;The Author(s) 2018. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-018-0415-z ;PMID: 29619664

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19
What would happen to education if we take education evidence seriously?
What would happen to education if we take education evidence seriously?
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What would happen to education if we take education evidence seriously?

Perspectives on medical education, 2014-06, Vol.3 (3), p.222-232 [Peer Reviewed Journal]

The Author(s) 2014 ;The Author(s) 2014. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-2761 ;ISSN: 2212-277X ;EISSN: 2212-277X ;DOI: 10.1007/s40037-014-0129-9 ;PMID: 24925627

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20
Design guidelines for assessing students’ interprofessional competencies in healthcare education: a consensus study
Design guidelines for assessing students’ interprofessional competencies in healthcare education: a consensus study
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Design guidelines for assessing students’ interprofessional competencies in healthcare education: a consensus study

Perspectives on medical education, 2022-12, Vol.11 (6), p.316-324 [Peer Reviewed Journal]

The Author(s) 2022 ;2022. The Author(s). ;The Author(s) 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2212-277X ;ISSN: 2212-2761 ;EISSN: 2212-277X ;DOI: 10.1007/s40037-022-00728-6 ;PMID: 36223031

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