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- 2023
-
Mark
Patient-centred learning in practice. A mixed methods study of supervision and learning in student clinics
(
- Contribution to journal › Article
- 2022
-
Mark
‘Making room for student autonomy’ – an ethnographic study of student participation in clinical work
(
- Contribution to journal › Article
- 2021
-
Mark
Transiciones en la educación médica : llenando los espacios en blanco
(
- Contribution to journal › Debate/Note/Editorial
- 2019
-
Mark
How to create a Quality Culture - not a Quality Straightjacket
2019) AMEE an international Association for Medical Education in Europe 2019(
- Contribution to conference › Abstract
-
Mark
Equal opportunities for clinical learning: is there any dust under the rug?
2019) AMEE an international Association for Medical Education in Europe 2019(
- Contribution to conference › Abstract
- 2018
-
Mark
Why we need mixed methods to explore the construct validity of scores from learning environment assessment instruments: the UCEEM as a case-example.
2018) AMEE an International Association for Medical Education 2018(
- Contribution to conference › Abstract
-
Mark
Using paradox theory to understand responses to tensions between service and training in general surgery
(
- Contribution to journal › Article
-
Mark
Medical students’ views of clinical environments
(
- Contribution to journal › Article
- 2017
-
Mark
Dare to disagree? ‘Teamthink’ vs ‘groupthink’ among clinical supervisors participating in workplace situated faculty development
2017) Association for Medical Education in Europe 2017(
- Contribution to conference › Abstract
-
Mark
“It is more of a mutual discovery than a solo adventure” - Collaborative learning among clinical supervisors in workplace-situated Faculty Development (FD) activities
2017) 4th International Conference on Faculty Development in the Health Professions(
- Contribution to conference › Abstract
-
Mark
Situating Faculty Development in the Clinical Workplace
2017)(
- Thesis › Doctoral thesis (compilation)
- 2015
-
Mark
Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace.
(
- Contribution to journal › Article
-
Mark
Kommunikationskompetens – att skifta perspektiv
2015) p.247-275(
- Chapter in Book/Report/Conference proceeding › Book chapter
-
Mark
From teacher training to work-based faculty development in the clinical workplace
2015) The Rogano Conference(
- Contribution to conference › Abstract
-
Mark
Action research: an approach to improve faculty development? Changing strategies to support physicians´ development of clinical supervisory practices
2015)(
- Contribution to conference › Abstract
- 2014
-
Mark
Forskningsbaserad utveckling av undervisning och lärande inom medicinska professionsutbildningar
2014) p.351-366(
- Chapter in Book/Report/Conference proceeding › Book chapter
-
Mark
Do scores make a difference? Consequences of using the Undergraduate Clinical Education Environment Measure (UCEEM) and the Maastricht Clinical Teaching Questionnaire (MCTQ).
2014) AMEE (Association for Medical Education in Europe), 2014(
- Contribution to conference › Abstract
-
Mark
Conceptions of co-participation and learning in the clinical workplace: a web of interconnected circular relationships between workplace affordances and agency of students and supervisors.
2014) International Consortium of Educational Development(
- Contribution to conference › Abstract
-
Mark
How do UCEEM scores correlate with other variables related to workplace learning climate? Further exploration of validity and usability of the Undergraduate Clinical Education Environment Measure
2014) AMEE (Association for Medical Education in Europe), 2014(
- Contribution to conference › Abstract
- 2013
-
Mark
Development and psychometric evaluation of the Undergraduate Clinical Education Environment Measure (UCEEM).
(
- Contribution to journal › Article