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  Subjects -> EDUCATION (Total: 1755 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1466 journals)
    - HIGHER EDUCATION (119 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1466 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 59)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 58)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 50)
Accounting & Finance     Hybrid Journal   (Followers: 46)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 4)
Across the Disciplines     Open Access   (Followers: 8)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 57)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 39)
Action Research     Hybrid Journal   (Followers: 40)
Active Learning in Higher Education     Hybrid Journal   (Followers: 306)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 12)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 148)
Adult Education Quarterly     Hybrid Journal   (Followers: 144)
Advanced Education     Open Access   (Followers: 6)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 6)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 5)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 19)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 142)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 29)
American Journal of Education     Full-text available via subscription   (Followers: 174)
American Journal of Educational Research     Open Access   (Followers: 57)
American Journal of Health Education     Hybrid Journal   (Followers: 29)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 14)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 19)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 10)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 19)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 19)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 127)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 36)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 16)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 7)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 21)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 32)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 406)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 194)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 5)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 41)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 173)
British Journal of Educational Studies     Hybrid Journal   (Followers: 168)
British Journal of Educational Technology     Hybrid Journal   (Followers: 130)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 49)
British Journal of Special Education     Hybrid Journal   (Followers: 43)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 94)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 8)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 14)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 7)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 15)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 20)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 15)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 27)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 18)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 29)
Comparative Education Review     Full-text available via subscription   (Followers: 33)
Comparative Professional Pedagogy     Open Access   (Followers: 3)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Academic Medicine
  [SJR: 2.202]   [H-I: 107]   [59 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1040-2446
   Published by LWW Wolters Kluwer Homepage  [289 journals]
  • We Must Not Let Clinician–Scientists Become an Endangered Species
    • Authors: Sklar; David P.
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • A Closer Look at Clinical Performance Evaluations
    • Authors: Andriole; Dorothy A.; Jeffe, Donna B.
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • In Reply to Andriole and Jeffe
    • Authors: Riese; Alison; Alverson, Brian; Rockney, Randal M.
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Better Allocation and Sharing of Resources in Global Medical Education
    • Authors: Eichbaum; Quentin
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • In Reply to Eichbaum
    • Authors: Rhatigan; Joseph J.; Farmer, Paul E.
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • The Motivational and Evaluative Roles of NBME Subject Examinations
    • Authors: Jayakumar; Kishore L.
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • In Reply to Jayakumar
    • Authors: Ryan; Michael S.; Colbert-Getz, Jorie M.
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Insights on Developing General Practice Education in China
    • Authors: Fetters; Michael D.; Chi, Chunhua; Hu, Lin
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • In Reply to Fetters et al
    • Authors: Wu; Dan; Lam, Tai Pong
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Academies of Medical Educators and Their Impact
    • Authors: Browne; Julie
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Incorporating Visual Aids Into Oral Case Presentations
    • Authors: Jayakumar; Kishore L.
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Clinician–Scientist Training in Addiction Medicine: A Novel Program
           in a Canadian Setting
    • Authors: Klimas; Jan; McNeil, Ryan; Small, Will; Cullen, Walter
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • The Daunting Career of the Physician–Investigator
    • Authors: McKinney; Ross E. Jr
      Abstract: For many years, physician–investigators have had a particularly difficult time with their academic careers, so that they have been labeled an endangered species. In this Invited Commentary, the author defines three career paths for physician–investigators—clinical researcher, clinician–scientist, and physician–scientist. Each of these pathways has common and distinct challenges that should be studied and potential improvements that should be evaluated through pilot research projects.The first challenge that all physician–investigators face is securing funding. Physicians are funded by their clinical activities, which often lures physician–investigators to increase their clinical work, particularly when research funding from the National Institutes of Health is difficult to secure and seemingly arbitrarily granted. The second challenge is an appointments, promotion, and tenure system that is not responsive to the needs of faculty working across clinical care and research, particularly when it comes to evaluating team science. Physician–investigators not working full-time in either discipline then may have trouble being promoted. The third challenge is the increasing burdens of clinical activities, particularly with the advent of electronic medical records.In this issue, two articles address overcoming the challenges faced by physician–investigators, one from the National Institutes of Health to grow the workforce and the other to offer organizational and individual solutions to support these investigators in faculty roles. These solutions are encouraging, but data about the extent of the challenges and the potential effects of the solutions are needed to make the physician–investigator career path less daunting.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • The Allure of Tenure
    • Authors: Gold; Katherine J.
      Abstract: The tenure track is a common career path for clinician–scientists who focus on research, but it comes at a life stage in which there are multiple competing personal and academic demands. The stakes for tenure review are high, with pretenure faculty at many institutions facing job loss if they are denied tenure. In academic medicine, the exacting requirements and intense demands of the tenure track frequently merge with a physician population carrying high and even unreasonable personal self-expectations of achievement. This combination can result in substantial stress on junior faculty with significant impact on personal and job satisfaction. The author uses her own experience to illustrate these themes and reflect on the circumstances surrounding clinician–scientists’ pursuit of tenure.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Becoming a Physician–Scientist: A View Looking Up From Base Camp
    • Authors: Ganetzky; Rebecca D.
      Abstract: The process of becoming a physician–scientist is a long and often harrowing one. The author reflects on her own experience deciding to commit to a career as a physician–scientist and setting out on that career path. She identifies the largest challenges as the lack of clear direction to becoming a physician–scientist; the long lag time between the end of graduate medical education and becoming faculty, resulting in lower wages, less job security, and conflicts with personal goals; and a tension between traditional definitions of success and her own areas of interest. The author also reviews the advantages that led to her first faculty position as a physician–scientist: innovative educational programs that integrate medical and research training, financial support for physician investigators, a supportive educational milieu, and appropriately tailored promotion tracks. Advances on these three fronts could support increasing numbers of trainees pursuing careers as physician–scientists.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • From Inputs to Impacts: Assessing and Communicating the Full Value of
           Biomedical Research
    • Authors: Bonham; Ann C.; Alberti, Philip M.
      Abstract: imageAssessing and communicating the full value of biomedical research is essential to answer calls from the government and the public demanding accountability for the spending of public funds. In academic settings, however, research success is measured largely in terms of grant funding received or the number of peer-reviewed publications produced. These credible and time-tested metrics miss the full picture of the scientific process, which continues to confer benefits to patients, communities, and the health care system well after an article is published. In this context, in 2012, the Association of American Medical Colleges, in collaboration with RAND Europe, initiated a program to provide resources and guidance for leaders of medical schools and teaching hospitals interested in evaluating—in novel ways complementary to traditional methods—the outcomes and impacts of the research that emanates from their institutions. This Perspective provides context for this initiative and delineates the process through which researchers, evaluation experts, and other stakeholders—including legislators, health system leaders, and community members—identified and vetted novel “metrics that matter” in advance of a pilot test at the University of Wisconsin–Madison, which sought to assess and communicate its community-engaged science and scholarship.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Toward an Optimal Pedagogy for Teamwork
    • Authors: Earnest; Mark A.; Williams, Jason; Aagaard, Eva M.
      Abstract: imageTeamwork and collaboration are increasingly listed as core competencies for undergraduate health professions education. Despite the clear mandate for teamwork training, the optimal method for providing that training is much less certain. In this Perspective, the authors propose a three-level classification of pedagogical approaches to teamwork training based on the presence of two key learning factors: interdependent work and explicit training in teamwork. In this classification framework, level 1—minimal team learning—is where learners work in small groups but neither of the key learning factors is present. Level 2—implicit team learning—engages learners in interdependent learning activities but does not include an explicit focus on teamwork. Level 3—explicit team learning—creates environments where teams work interdependently toward common goals and are given explicit instruction and practice in teamwork. The authors provide examples that demonstrate each level. They then propose that the third level of team learning, explicit team learning, represents a best practice approach in teaching teamwork, highlighting their experience with an explicit team learning course at the University of Colorado Anschutz Medical Campus. Finally, they discuss several challenges to implementing explicit team-learning-based curricula: the lack of a common teamwork model on which to anchor such a curriculum; the question of whether the knowledge, skills, and attitudes acquired during training would be transferable to the authentic clinical environment; and effectively evaluating the impact of explicit team learning.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Clinician–Investigator Training and the Need to Pilot New Approaches to
           Recruiting and Retaining This Workforce
    • Authors: Hall; Alison K.; Mills, Sherry L.; Lund, P. Kay
      Abstract: imageClinician–investigators, also called physician–scientists, offer critical knowledge and perspectives that benefit research on basic science mechanisms, improved diagnostic and therapeutic approaches, population and outcomes medicine, health policy, and health services, yet few clinically trained health professionals pursue a research career. Sustaining this workforce requires attention to the unique challenges faced by investigators who must achieve clinical and research competence during training and their careers. These challenges include the duration of required clinical training, limited or discontinuous research opportunities, high levels of educational debt, balancing the dual obligations and rewards of clinical care and research, competition for research funding, and the need for leadership development after training. Women and individuals from underrepresented racial and ethnic groups comprise a small percentage of this workforce.The authors summarize the recent literature on training for clinician–investigators, emphasizing approaches with encouraging outcomes that warrant broader implementation. Using this overview as background, they convened three workshops at the National Institutes of Health in 2016 to identify and refine key priorities for potential new pilot programs to recruit and retain the clinician–investigator workforce. From these workshops emerged three priorities for future pilot programs: (1) support for research in residency, (2) new research on-ramps for health professionals at multiple career stages, and (3) national networks to diversify and sustain clinician–investigator faculty. Implementation of any pilot program will require coordinated commitment from academic health centers, medical licensing/certification boards, professional societies, and clinician–investigators themselves, in addition to support from the National Institutes of Health.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • History and Outcomes of 50 Years of Physician–Scientist Training in
           Medical Scientist Training Programs
    • Authors: Harding; Clifford V.; Akabas, Myles H.; Andersen, Olaf S.
      Abstract: imagePhysician-scientists are needed to continue the great pace of recent biomedical research and translate scientific findings to clinical applications. MD–PhD programs represent one approach to train physician–scientists. MD–PhD training started in the 1950s and expanded greatly with the Medical Scientist Training Program (MSTP), launched in 1964 by the National Institute of General Medical Sciences (NIGMS) at the National Institutes of Health. MD–PhD training has been influenced by substantial changes in medical education, science, and clinical fields since its inception. In 2014, NIGMS held a 50th Anniversary MSTP Symposium highlighting the program and assessing its outcomes. In 2016, there were over 90 active MD–PhD programs in the United States, of which 45 were MSTP supported, with a total of 988 trainee slots. Over 10,000 students have received MSTP support since 1964. The authors present data for the demographic characteristics and outcomes for 9,683 MSTP trainees from 1975–2014. The integration of MD and PhD training has allowed trainees to develop a rigorous foundation in research in concert with clinical training. MSTP graduates have had relative success in obtaining research grants and have become prominent leaders in many biomedical research fields. Many challenges remain, however, including the need to maintain rigorous scientific components in evolving medical curricula, to enhance research-oriented residency and fellowship opportunities in a widening scope of fields targeted by MSTP graduates, to achieve greater racial diversity and gender balance in the physician–scientist workforce, and to sustain subsequent research activities of physician–scientists.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Catalyzing Interdisciplinary Research and Training: Initial Outcomes and
           Evolution of the Affinity Research Collaboratives Model
    • Authors: Ravid; Katya; Seta, Francesca; Center, David; Waters, Gloria; Coleman, David
      Abstract: imageTeam science has been recognized as critical to solving increasingly complex biomedical problems and advancing discoveries in the prevention, diagnosis, and treatment of human disease. In 2009, the Evans Center for Interdisciplinary Biomedical Research (ECIBR) was established in the Department of Medicine at Boston University School of Medicine as a new organizational paradigm to promote interdisciplinary team science. The ECIBR is made up of affinity research collaboratives (ARCs), consisting of investigators from different departments and disciplines who come together to study biomedical problems that are relevant to human disease and not under interdisciplinary investigation at the university. Importantly, research areas are identified by investigators according to their shared interests. ARC proposals are evaluated by a peer review process, and collaboratives are funded annually for up to three years.Initial outcomes of the first 12 ARCs show the value of this model in fostering successful biomedical collaborations that lead to publications, extramural grants, research networking, and training. The most successful ARCs have been developed into more sustainable organizational entities, including centers, research cores, translational research projects, and training programs.To further expand team science at Boston University, the Interdisciplinary Biomedical Research Office was established in 2015 to more fully engage the entire university, not just the medical campus, in interdisciplinary research using the ARC mechanism. This approach to promoting team science may be useful to other academic organizations seeking to expand interdisciplinary research at their institutions.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Artist’s Statement: Rosalyne
    • Authors: Sebai; Mohamad E.
      Abstract: imageNo abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • The Illness Narratives: Suffering, Healing, and the Human Condition:
           [Excerpt]
    • Authors: Kleinman; Arthur
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Commentary on an Excerpt From The Illness Narratives: Suffering, Healing,
           and the Human Condition
    • Authors: Blackie; Michael
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • 2017 Hope Babette Tang Humanism in Healthcare Essay Contest: Third Place:
           You Can Touch Me Now
    • Authors: Lapite; Ajibike
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Multidisciplinary Mentoring Programs to Enhance Junior Faculty Research
           Grant Success
    • Authors: Freel; Stephanie A.; Smith, Paige C.; Burns, Ebony N.; Downer, Joanna B.; Brown, Ann J.; Dewhirst, Mark W.
      Abstract: imageProblem: Junior faculty face challenges in establishing independent research careers. Declining funding combined with a shift to multidisciplinary, collaborative science necessitates new mentorship models and enhanced institutional support.Approach: Two multidisciplinary mentorship programs to promote grant success for junior faculty were established at the Duke University School of Medicine beginning in 2011. These four-month programs—the Path to Independence Program (PtIP) for National Institutes of Health (NIH) R applicants and the K Club for NIH K applicants—use multiple senior faculty mentors and professional grant-writing staff to provide a 20-hour joint curriculum comprising a series of lectures, hands-on workshops, career development counseling, peer groups, and an internal study section. In March 2016, the authors analyzed the success rate for all NIH grants submitted by participants since program enrollment. In a 2015 postprogram survey, participants rated their feelings of support and competency across six skill factors.Outcomes: From October 2011 to March 2016, the programs engaged 265 senior faculty mentors, 145 PtIP participants, and 138 K Club participants. Success rates for NIH grant applications were 28% (61 awards/220 decisions) for PtIP participants—an increase over the 2010 Duke University junior faculty baseline of 11%—and 64% (38/59) for K Club participants. Respondents reported significantly increased feelings of support and self-ratings for each competency post program.Next Steps: The authors plan to expand the breadth of both the mentorship pool and faculty served. Broad implementation of similar programs elsewhere could bolster success, satisfaction, and retention of junior faculty investigators.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • What Did You Learn Today'
    • Authors: Curry; Saundra
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Cooperative Extension as a Framework for Health Extension: The Michigan
           State University Model
    • Authors: Dwyer; Jeffrey W.; Contreras, Dawn; Eschbach, Cheryl L.; Tiret, Holly; Newkirk, Cathy; Carter, Erin; Cronk, Linda
      Abstract: imageProblem: The Affordable Care Act charged the Agency for Healthcare Research and Quality to create the Primary Care Extension Program, but did not fund this effort. The idea to work through health extension agents to support health care delivery systems was based on the nationally known Cooperative Extension System (CES). Instead of creating new infrastructure in health care, the CES is an ideal vehicle for increasing health-related research and primary care delivery.Approach: The CES, a long-standing component of the land-grant university system, features a sustained infrastructure for providing education to communities. The Michigan State University (MSU) Model of Health Extension offers another means of developing a National Primary Care Extension Program that is replicable in part because of the presence of the CES throughout the United States. A partnership between the MSU College of Human Medicine and MSU Extension formed in 2014, emphasizing the promotion and support of human health research. The MSU Model of Health Extension includes the following strategies: building partnerships, preparing MSU Extension educators for participation in research, increasing primary care patient referrals and enrollment in health programs, and exploring innovative funding.Outcomes: Since the formation of the MSU Model of Health Extension, researchers and extension professionals have made 200+ connections, and grants have afforded savings in salary costs.Next Steps: The MSU College of Human Medicine and MSU Extension partnership can serve as a model to promote health partnerships nationwide between CES services within land-grant universities and academic health centers or community-based medical schools.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • I Am Sorry to Hear That
    • Authors: Reed; Benjamin
      Abstract: No abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Strategies for Supporting Physician–Scientists in Faculty Roles: A
           Narrative Review With Key Informant Consultations
    • Authors: Lingard; Lorelei; Zhang, Peter; Strong, Michael; Steele, Margaret; Yoo, John; Lewis, James
      Abstract: imagePurpose: Physician–scientists are a population in decline globally. Solutions to reverse this decline often have focused on the training pipeline. Less attention has been paid to reducing attrition post training, when physician–scientists take up faculty roles. However, this period is a known time of vulnerability because of the pressures of clinical duties and the long timeline to securing independent research funding. This narrative review explored existing knowledge regarding how best to support physician–scientists for success in their faculty roles.Method: The authors searched the Medline, Embase, ERIC, and Cochrane Library databases for articles published from 2000 to 2016 on this topic and interviewed key informants in 2015 to solicit their input on the review results.Results: The authors reviewed 78 articles and interviewed 16 key informants. From the literature, they developed a framework of organizational (facilitate mentorship, foster community, value the physician–scientist role, minimize financial barriers) and individual (develop professional and research skills) strategies for supporting physician–scientists. They also outlined key knowledge gaps representing topics either rarely or never addressed in the reviewed articles (percent research time, structural hypocrisy, objective assessment, group metrics, professional identity). The key informants confirmed the identified strategies and discussed how the gaps were particularly important and impactful.Conclusions: This framework offers a basis for assessing an organization’s existing support strategies, identifying outstanding needs, and developing targeted programming. The identified gaps require attention, as they threaten to undermine the benefits of existing support strategies.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Factors Associated With Success of Clinician–Researchers Receiving
           Career Development Awards From the National Institutes of Health: A
           Longitudinal Cohort Study
    • Authors: Jagsi; Reshma; Griffith, Kent A.; Jones, Rochelle D.; Stewart, Abigail; Ubel, Peter A.
      Abstract: imagePurpose: Understanding the careers of recent career development awardees is essential to guide interventions to ensure gender equity and success in academic medicine.Method: In 2010–2011 (T1) and 2014 (T2), 1,719 clinician–researchers who received new K08 and K23 awards in 2006–2009 were longitudinally surveyed. Multivariable analyses evaluated the influence of factors on success, including demographics, job characteristics, work environment, priorities, and domestic responsibilities.Results: Of 1,275 respondents at T1, 1,066 (493 women; 573 men) responded at T2. Men and women differed in job characteristics, work environment, priorities, and domestic responsibilities. By T2, women had less funding (mean $780,000 vs. $1,120,000, P = .002) and published fewer papers (mean 33 vs. 45). Using a composite measure that considered funding, publications, or leadership to define success, 53.5% (264/493) of women and 67.0% (384/573) of men were successful. Gender differences in success persisted after accounting for other significant predictors—K award type, specialty, award year, work hours, funding institute tier, feeling responsible for participating in department/division administration, importance of publishing prolifically, feeling responsible for contributing to clinical care, importance of publishing high-quality research, collegiality of the mentoring relationship, adequacy of research equipment, and departmental climate. A significant interaction existed between K award type and gender; the gender difference in success was most pronounced among K23 researchers (among whom the odds ratio for females = 0.32).Conclusions: Men and women continue to have different experiences and career outcomes, with important implications for the design of interventions to promote equity and success.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Mediators of Racial/Ethnic Disparities in Mentored K Award Receipt Among
           U.S. Medical School Graduates
    • Authors: Andriole; Dorothy A.; Yan, Yan; Jeffe, Donna B.
      Abstract: imagePurpose: Mentored K (K01/K08/K23) career development awards are positively associated with physicians’ success as independent investigators; however, individuals in some racial/ethnic groups are less likely to receive this federal funding. The authors sought to identify variables that explain (mediate) the association between race/ethnicity and mentored K award receipt among U.S. Liaison Committee for Medical Education–accredited medical school graduates who planned research-related careers.Method: The authors analyzed deidentified data from the Association of American Medical Colleges and the National Institutes of Health Information for Management, Planning, Analysis, and Coordination II grants database for a national cohort of 28,690 graduates from 1997–2004 who planned research-related careers, followed through August 2014. The authors examined 10 potential mediators (4 research activities, 2 academic performance measures, medical school research intensity, degree program, debt, and specialty) of the association between race/ethnicity and mentored K award receipt in models comparing underrepresented minorities in medicine (URM) and non-URM graduates.Results: Among 27,521 graduates with complete data (95.9% of study-eligible graduates), 1,147 (4.2%) received mentored K awards (79/3,341 [2.4%] URM; 1,068/24,180 [4.4%] non-URM). All variables except debt were significant mediators; together they explained 96.2% (95%, CI 79.1%–100%) of the association between race/ethnicity and mentored K award.Conclusions: Research-related activities during/after medical school and standardized academic measures largely explained the association between race/ethnicity and mentored K award in this national cohort. Interventions targeting these mediators could mitigate racial/ethnic disparities in the federally funded physician–scientist research workforce.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Beyond Citation Rates: A Real-Time Impact Analysis of Health Professions
           Education Research Using Altmetrics
    • Authors: Maggio; Lauren A.; Meyer, Holly S.; Artino, Anthony R. Jr
      Abstract: Purpose: To complement traditional citation-based metrics, which take years to accrue and indicate only academic attention, academia has begun considering altmetrics or alternative metrics, which provide timely feedback on an article’s impact by tracking its dissemination via nontraditional outlets, such as blogs and social media, across audiences. This article describes altmetrics and examines altmetrics attention, outlets used, and top article characteristics for health professions education (HPE) research.Method: Using Altmetric Explorer, a tool to search altmetrics activity, the authors searched for HPE articles that had at least one altmetrics event (e.g., an article was tweeted or featured in a news story) between 2011 and 2015. Retrieved articles were analyzed using descriptive statistics. In addition, the 10 articles with the highest Altmetric Attention Scores were identified and their key characteristics extracted.Results: The authors analyzed 6,265 articles with at least one altmetrics event from 13 journals. Articles appeared in 14 altmetrics outlets. Mendeley (161,470 saves), Twitter (37,537 tweets), and Facebook (1,650 posts) were most popular. The number of HPE articles with altmetrics attention increased 145%, from 539 published in 2011 to 1,321 in 2015. In 2015, 50% or more of the articles in 5 journals received altmetrics attention. Themes for articles with the most altmetrics attention included social media or social networking; three such articles were written as tips or guides.Conclusions: Increasing altmetrics attention signals interest in HPE research and the need for further investigation. Knowledge of popular and underused outlets may help investigators strategically share research for broader dissemination.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Assessing and Communicating the Value of Biomedical Research: Results From
           a Pilot Study
    • Authors: Guthrie; Susan; Krapels, Joachim; Adams, Alexandra; Alberti, Philip; Bonham, Ann; Garrod, Bryn; Esmond, Sarah; Scott, Caitlin; Cochrane, Gavin; Wooding, Steven
      Abstract: imagePurpose: Assessing the impact of research requires an approach that is sensitive both to the context of the research and the perspective of the stakeholders trying to understand its benefits. Here, the authors report on a pilot that applied such an approach to research conducted at the Collaborative Center for Health Equity (CCHE) of the University of Wisconsin School of Medicine and Public Health.Method: The pilot assessed the academic impact of CCHE’s work; the networks between CCHE and community partners; and the reach of CCHE’s programs, including an attempt to estimate return on investment (ROI). Data included bibliometrics, findings from a stakeholder survey and in-depth interviews, and financial figures.Results: The pilot illustrated how CCHE programs increase the capacity of community partners to advocate for their communities and engage with researchers to ensure that research benefits the community. The results illustrate the reach of CCHE’s programs into the community. The authors produced an estimate of the ROI for one CCHE program targeting childhood obesity, and values ranged from negative to positive.Conclusions: The authors experienced challenges using novel assessment techniques at a small scale including the lack of comparator groups and the scarcity of cost data for estimating ROI. This pilot demonstrated the value of research from a variety of perspectives—from academic to community. It illustrates how metrics beyond grant income and publications can capture the outputs of an academic health center in a way that may better align with the aims of the center and stakeholders.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Associations Between Physician Empathy, Physician Characteristics, and
           Standardized Measures of Patient Experience
    • Authors: Chaitoff; Alexander; Sun, Bob; Windover, Amy; Bokar, Daniel; Featherall, Joseph; Rothberg, Michael B.; Misra-Hebert, Anita D.
      Abstract: imagePurpose: To identify correlates of physician empathy and determine whether physician empathy is related to standardized measures of patient experience.Method: Demographic, professional, and empathy data were collected during 2013–2015 from Cleveland Clinic Health System physicians prior to participation in mandatory communication skills training. Empathy was assessed using the Jefferson Scale of Empathy. Data were also collected for seven measures (six provider communication items and overall provider rating) from the visit-specific and 12-month Consumer Assessment of Healthcare Providers and Systems Clinician and Group (CG-CAHPS) surveys. Associations between empathy and provider characteristics were assessed by linear regression, ANOVA, or a nonparametric equivalent. Significant predictors were included in a multivariable linear regression model. Correlations between empathy and CG-CAHPS scores were assessed using Spearman rank correlation coefficients.Results: In bivariable analysis (n = 847 physicians), female sex (P < .001), specialty (P < .01), outpatient practice setting (P < .05), and DO degree (P < .05) were associated with higher empathy scores. In multivariable analysis, female sex (P < .001) and four specialties (obstetrics–gynecology, pediatrics, psychiatry, and thoracic surgery; all P < .05) were significantly associated with higher empathy scores. Of the seven CG-CAHPS measures, scores on five for the 583 physicians with visit-specific data and on three for the 277 physicians with 12-month data were positively correlated with empathy.Conclusions: Specialty and sex were independently associated with physician empathy. Empathy was correlated with higher scores on multiple CG-CAHPS items, suggesting improving physician empathy might play a role in improving patient experience.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Job Resources, Physician Work Engagement, and Patient Care Experience in
           an Academic Medical Setting
    • Authors: Scheepers; Renée A.; Lases, Lenny S.S.; Arah, Onyebuchi A.; Heineman, Maas Jan; Lombarts, Kiki M.J.M.H.
      Abstract: imagePurpose: Physician work engagement is associated with better work performance and fewer medical errors; however, whether work-engaged physicians perform better from the patient perspective is unknown. Although availability of job resources (autonomy, colleague support, participation in decision making, opportunities for learning) bolster work engagement, this relationship is understudied among physicians. This study investigated associations of physician work engagement with patient care experience and job resources in an academic setting.Method: The authors collected patient care experience evaluations, using nine validated items from the Dutch Consumer Quality index in two academic hospitals (April 2014 to April 2015). Physicians reported job resources and work engagement using, respectively, the validated Questionnaire on Experience and Evaluation of Work and the Utrecht Work Engagement Scale. The authors conducted multivariate adjusted mixed linear model and linear regression analyses.Results: Of the 9,802 eligible patients and 238 eligible physicians, respectively, 4,573 (47%) and 185 (78%) participated. Physician work engagement was not associated with patient care experience (B = 0.01; 95% confidence interval [CI] = −0.02 to 0.03; P = .669). However, learning opportunities (B = 0.28; 95% CI = 0.05 to 0.52; P = .019) and autonomy (B = 0.31; 95% CI = 0.10 to 0.51; P = .004) were positively associated with work engagement.Conclusions: Higher physician work engagement did not translate into better patient care experience. Patient experience may benefit from physicians who deliver stable quality under varying levels of work engagement. From the physicians’ perspective, autonomy and learning opportunities could safeguard their work engagement.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Changes in Resident Well-Being at One Institution Across a Decade of
           Progressive Work Hours Limitations
    • Authors: Krug; Michael F.; Golob, Anna L.; Wander, Pandora L.; Wipf, Joyce E.
      Abstract: imagePurpose: To measure changes in markers of resident well-being over time as progressive work hours limitations (WHLs) were enforced, and to investigate resident perceptions of the 2011 WHLs.Method: A survey study of internal medicine residents was conducted at the University of Washington’s multihospital residency program in 2012. The survey included validated well-being questions: the Maslach Burnout Inventory, the two-question PRIME-MD depression screen, and career satisfaction questions. Chi-square tests were used to compare 2012 well-being questionnaire responses against nearly identical surveys conducted in 2001 and 2004 at the same institution. In addition, residents were asked to rate the impact of WHLs on resident well-being and education as well as patient care, and to state preferences for future WHLs.Results: Significantly different proportions of residents met burnout criteria across time, with fewer meeting criteria in 2012 than in 2001 (2001: 76% [87/115]; 2004: 64% [75/118]; 2012: 61% [68/112]; P = .039). Depression screening results also differed across time, with fewer screening positive in 2012 than in 2004 (2001: 45% [52/115]; 2004: 55% [65/118]; 2012 [35/112]: 31%; P = .001). Residents, especially seniors, reported perceived negative impacts of WHLs on their well-being, education, and patient care. Most senior residents favored reverting to the pre-July 2011 system of WHLs. Interns were more divided.Conclusions: Validated measures of resident well-being changed across the three time points measured. Residents had the lowest rates of burnout and depression in 2012. Resident perceptions of the 2011 WHLs, however, were generally negative.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Electronic Medical Records, Medical Students, and Ambulatory Family
           Physicians: A Multi-Institution Study
    • Authors: White; Jordan; Anthony, David; WinklerPrins, Vince; Roskos, Steven
      Abstract: imagePurpose: Medical students commonly encounter electronic medical records (EMRs) in their ambulatory family medicine clerkships, but how students interact with this technology varies tremendously and presents challenges to students and preceptors. Little research to date has evaluated the impact of EMRs on medical student education in the ambulatory setting; this three-institution study aimed to identify behaviors of ambulatory family medicine preceptors as they relate to EMRs and medical students.Method: In 2015, the authors sent e-mails to ambulatory preceptors who in the preceding year had hosted medical students during family medicine clerkships, inviting them to participate in the survey, which asked questions about each preceptor’s methods of using the EMR with medical students.Results: Of 801 ambulatory preceptors, 265 (33%) responded. The vast majority of respondents used an EMR and provided students with access to it in some way, but only 62.2% (147/236) allowed students to write electronic notes. Of those who allowed students electronic access, one-third did so by logging students in under their own (the preceptor’s) credentials, either by telling the students their log-in information (22/202; 10.9%) or by logging in the student without revealing their passwords (43/202; 21.3%).Conclusions: Ambulatory medical student training in the use of EMRs not only varies but also requires many preceptors to break rules for students to learn important documentation skills. Without changes to the policies surrounding student access to and use of EMRs, future physicians will enter residency without the training they need to appropriately document patient care.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • The Use of the Delphi and Other Consensus Group Methods in Medical
           Education Research: A Review
    • Authors: Humphrey-Murto; Susan; Varpio, Lara; Wood, Timothy J.; Gonsalves, Carol; Ufholz, Lee-Anne; Mascioli, Kelly; Wang, Carol; Foth, Thomas
      Abstract: imagePurpose: Consensus group methods, such as the Delphi method and nominal group technique (NGT), are used to synthesize expert opinions when evidence is lacking. Despite their extensive use, these methods are inconsistently applied. Their use in medical education research has not been well studied. The authors set out to describe the use of consensus methods in medical education research and to assess the reporting quality of these methods and results.Method: Using scoping review methods, the authors searched the Medline, Embase, PsycInfo, PubMed, Scopus, and ERIC databases for 2009–2016. Full-text articles that focused on medical education and the keywords Delphi, RAND, NGT, or other consensus group methods were included. A standardized extraction form was used to collect article demographic data and features reflecting methodological rigor.Results: Of the articles reviewed, 257 met the inclusion criteria. The Modified Delphi (105/257; 40.8%), Delphi (91/257; 35.4%), and NGT (23/257; 8.9%) methods were most often used. The most common study purpose was curriculum development or reform (68/257; 26.5%), assessment tool development (55/257; 21.4%), and defining competencies (43/257; 16.7%). The reporting quality varied, with 70.0% (180/257) of articles reporting a literature review, 27.2% (70/257) reporting what background information was provided to participants, 66.1% (170/257) describing the number of participants, 40.1% (103/257) reporting if private decisions were collected, 37.7% (97/257) reporting if formal feedback of group ratings was shared, and 43.2% (111/257) defining consensus a priori.Conclusions: Consensus methods are poorly standardized and inconsistently used in medical education research. Improved criteria for reporting are needed.
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
  • Tracking the Scholarly Conversation in Health Professions Education: An
           Introduction to Altmetrics
    • Authors: Meyer; Holly S.; Artino, Anthony R. Jr; Maggio, Lauren A.
      Abstract: imageNo abstract available
      PubDate: Sun, 01 Oct 2017 00:00:00 GMT-
       
 
 
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