Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Sandra K. Oza"'
Publikováno v:
MedEdPORTAL, Vol 16 (2020)
Introduction The head-to-toe approach to teaching the physical examination (PE) focuses on technique and performing a comprehensive PE whereas core + clusters and hypothesis-driven PE (HDPE) approaches integrate clinical reasoning into performing a f
Externí odkaz:
https://doaj.org/article/0ea59bd1d4194bffbf3356d61114e0ec
Autor:
Zoon Naqvi, Maria Teresa Santos, Sandra K. Oza, William B. Jordan, Paul George, Joseph H. Grochowalski, Pablo Joo
Publikováno v:
Family Medicine. 52:357-360
Background and Objectives: Antibiotic misuse contributes to antibiotic resistance and is a growing public health threat in the United States and globally. Professional medical societies promote antibiotic stewardship education for medical students, i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7e015980e57a889349969bf33368ac8c
https://doi.org/10.22454/fammed.2020.935298
https://doi.org/10.22454/fammed.2020.935298
Autor:
Robin K. Ovitsh, Joel Appel, Danielle Roussel, Sandra K. Oza, Roshini Pinto-Powell, Shanu Gupta, Jennifer M Jackson, Candace J. Chow
Publikováno v:
Diagnosis (Berlin, Germany)References. 9(1)
Objectives Clinical reasoning skills are essential for sound medical decision-making. Though many have suggested that clinical reasoning instruction should begin in pre-clerkship curricula, neither pre-clerkship clinical skills director perspectives
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0a00238575b1bee1585d4ddaf928b385
https://pubmed.ncbi.nlm.nih.gov/34214385
https://pubmed.ncbi.nlm.nih.gov/34214385
Publikováno v:
MedEdPORTAL : the Journal of Teaching and Learning Resources
MedEdPORTAL, Vol 16 (2020)
MedEdPORTAL, Vol 16 (2020)
Introduction The head-to-toe approach to teaching the physical examination (PE) focuses on technique and performing a comprehensive PE whereas core + clusters and hypothesis-driven PE (HDPE) approaches integrate clinical reasoning into performing a f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d05a3d097bc1d282c42f7c4d573e4a29
https://pubmed.ncbi.nlm.nih.gov/33274298
https://pubmed.ncbi.nlm.nih.gov/33274298
Publikováno v:
Journal of Interprofessional Education & Practice. 7:21-27
Background Effective communication is essential for interprofessional collaborative practice; however, a conceptual framework of interprofessional collaborative communication (ICC) has not been proposed. Purpose Develop and apply a conceptual framewo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::089bc5e711eca1d7de9ea31168800533
https://doi.org/10.1016/j.xjep.2017.02.003
https://doi.org/10.1016/j.xjep.2017.02.003
Autor:
Darlene Tad-y, Sandra K. Oza, Eva Aagaard, Tai M. Lockspeiser, Read G. Pierce, Edna Miao, Sandrijn M. van Schaik, Christy Boscardin, Anda K. Kuo
Background While leadership training is increasingly incorporated into residency education, existing assessment tools to provide feedback on leadership skills are only applicable in limited contexts. Objective We developed an instrument, the Leadersh
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7f33abcd5e354dd5f1498b7700302d2f
https://europepmc.org/articles/PMC6194892/
https://europepmc.org/articles/PMC6194892/
Autor:
Andrew Nevins, Win May, Christy Boscardin, Aimee Sznewajs, Sandra K. Oza, Maria Wamsley, Karen E. Hauer, Malathi Srinivasan
Publikováno v:
Medical Teacher. 37:915-925
To understand how third-year medical student interprofessional collaborative practice (IPCP) is affected by self-efficacy and interprofessional experiences (extracurricular experiences and formal curricula).The authors measured learner IPCP using an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::857e771270418f06a104321baf81ff33
https://doi.org/10.3109/0142159x.2014.970628
https://doi.org/10.3109/0142159x.2014.970628
Autor:
Olle ten Cate, Karen E. Hauer, Patricia S. O'Sullivan, Corrie A. Stankiewicz, Jennifer R. Kogan, Sandra K. Oza, Terese Stenfors-Hayes, Joanne Batt
Publikováno v:
Medical Education, 49(8), 783–795. Wiley-Blackwell
Context Clinical supervisors oversee trainees’ performance while granting them increasing opportunities to work independently. Although the factors contributing to supervisors’ trust in their trainees to conduct clinical work have been identified
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f4e99267aa6e70d8376284c621f22a43
https://dspace.library.uu.nl/handle/1874/333430
https://dspace.library.uu.nl/handle/1874/333430