Ausgabe 4/2017
Inhalt (12 Artikel)
Focus on what works and why it works: bridging the gap between research knowledge and practical knowledge
Jan van Tartwijk, Manon Kluijtmans
What programmatic assessment in medical education can learn from healthcare
L. Schuwirth, C. van der Vleuten, S. J. Durning
Scholarly concentration programs and medical student research productivity: a systematic review
Annika G. Havnaer, Allison J. Chen, Paul B. Greenberg
The relationship between work and home characteristics and work engagement in medical residents
Hanne Verweij, Madelon L. M. van Hooff, Frank M. M. A. van der Heijden, Jelle T. Prins, Antoine L. M. Lagro-Janssen, Hiske van Ravesteijn, Anne E. M. Speckens
Evaluating the effect of instruction and practice schedule on the acquisition of ECG interpretation skills
Sandra Monteiro, Lindsay Melvin, Joshua Manolakos, Ameen Patel, Geoffrey Norman
Extending the theoretical framework for curriculum integration in pre-clinical medical education
John Vergel, Diana Stentoft, Juny Montoya
Am I ready for it? Students’ perceptions of meaningful feedback on entrustable professional activities
Chantal C. M. A. Duijn, Lisanne S. Welink, Mira Mandoki, Olle T. J. ten Cate, Wim D. J. Kremer, Harold G. J. Bok
The bridge between design and analysis
Jimmie Leppink, Patricia O’Sullivan, Kal Winston
Taking presentations seriously: Invoking narrative craft in academic talks
Kulamakan Kulasegaram, Douglas Buller, Cynthia Whitehead
Re-positioning faculty development as knowledge mobilization for health professions education
Stella L. Ng, Lindsay R. Baker, Karen Leslie
Preparing medical students for clinical practice: easing the transition
Alexandra R. Teagle, Maria George, Nicola Gainsborough, Inam Haq, Michael Okorie
Saying ‘Thank You’ to those whose thoughts really helped us forward
Jimmie Leppink