| Tips for Improving the Writing and Reporting Quality of Systematic, Scoping, and Narrative Reviews |
9 |
| Changes in Pharmacists' Perceptions After a Training in Opioid Misuse and Accidental Overdose Prevention |
6 |
| Adoption and Use of Mobile Learning in Continuing Professional Development by Health and Human Services Professionals |
5 |
| Leadership Gender Disparity Within Research-Intensive Medical Schools: A Transcontinental Thematic Analysis |
5 |
| Assessment of Interprofessional Team Collaboration Scale (AITCS): Further Testing and Instrument Revision |
4 |
| Adapting the Consolidated Framework for Implementation Research to Create Organizational Readiness and Implementation Tools for Project ECHO |
4 |
| On-site Observational Learning in Faculty Development: Impact of an International Program on Clinical Teaching in Medicine |
3 |
| Health Care Simulation in Developing Countries and Low-Resource Situations |
3 |
| Advancing Professional Development Through a Community of Practice: the New England Network for Faculty Affairs |
3 |
| Systematic Review of Standardized Patient Use in Continuing Medical Education |
3 |
| A Systematic Review of Development Programs Designed to Address Leadership in Academic Health Center Faculty |
3 |
| Gatekeeper Suicide Training's Effectiveness Among Malaysian Hospital Health Professionals: A Control Group Study With a Three-Month Follow-Up |
2 |
| Validation of Multisource Feedback in Assessing Medical Performance: A Systematic Review |
2 |
| Virtual Educational Outreach Intervention in Primary Care Based on the Principles of Academic Detailing |
2 |
| Importance of Team Functioning as a Target of Quality Improvement Initiatives in Nursing Homes: A Qualitative Process Evaluation |
2 |
| Therapeutic Presence: Its Contribution to the Doctor-Patient Encounter |
2 |
| Impacts of Educating for Equity Workshop on Addressing Social Barriers of Type 2 Diabetes With Indigenous Patients |
2 |
| Using Clinical Questions Asked by Primary Care Providers Through eConsults to Inform Continuing Professional Development |
2 |
| Multisource Feedback and Narrative Comments: Polarity, Specificity, Actionability, and CanMEDS Roles |
2 |
| A Mixed-Methods Approach to Humanistic Interprofessional Faculty Development |
2 |
| Making the Most of Continuing Medical Education: Evidence of Transformative Learning During a Course in Evidence-Based Medicine and Decision Making |
2 |
| Motivational Profiles and Motivation for Lifelong Learning of Medical Specialists |
2 |
| We Matter Too! Addressing the Wellness of Program Coordinators in Graduate Medical Education |
2 |
| Value of Collaboration With Standardized Patients and Patient Facilitators in Enhancing Reflection During the Process of Building a Simulation |
2 |
| Use of Active Learning and Sequencing in a Weekly Continuing Medical Education/Graduate Medical Education Conference |
1 |
| Simulation for Continuing Pharmacy Education: Development and Implementation of a Simulation-Based Workshop on Medicines Reconciliation for Pharmacists |
1 |
| Project ECHO Chronic Pain: A Qualitative Analysis of Recommendations by Expert Faculty and the Process of Knowledge Translation |
1 |
| A New Multisource Feedback Tool for Evaluating the Performance of Specialty-Specific Physician Groups: Validity of the Group Monitor Instrument |
1 |
| Interprofessional Learning to Improve Communication in Challenging Healthcare Conversations: What Clinicians Learn From Each Other |
1 |
| Onramp to Scholarship: Putting Clinical Faculty Members on the Path to Academic Productivity |
1 |
| Factors Influencing Acceptability and Perceived Impacts of a Mandatory ePortfolio Implemented by an Occupational Therapy Regulatory Organization |
1 |
| Development and Pilot Testing of a Measure of Potential Barriers and Facilitators to the Use of a Standardized Assessment Tool |
1 |
| Tiny Moments Matter: Promoting Professionalism in Everyday Practice |
1 |
| Critical Friends: Health Professionals' Experiences of Collegial Feedback in a Clinical Setting |
1 |
| Preparing Interprofessional Faculty to Be Humanistic Mentors for Medical Students: The GW-Gold Mentor Development Program |
1 |
| Critical Analysis of Evidence About the Impacts of Faculty Development in Systematic Reviews: A Systematic Rapid Evidence Assessment |
1 |
| Implementation of a Flipped Classroom for Nuclear Medicine Physician CME |
1 |
| Effectiveness of Interventions Teaching Cross-Cultural Competencies to Health-Related Professionals With Work Experience: A Systematic Review |
1 |
| Optimizing Multisource Feedback Implementation for Australasian Physicians |
1 |
| Physicians' Perceptions of Psychological Safety and Peer Performance Feedback |
1 |
| Bridging Continuing Medical Education and Quality Improvement Efforts: A Qualitative Study on a Health Care System in the Kingdom of Saudi Arabia |
1 |
| Assessment and Change: An Exploration of Documented Assessment Activities and Outcomes by Canadian Psychiatrists |
1 |
| Eleven Principles for Teaching Quality Improvement Virtually: Engaging With Geographically Distributed Learners |
1 |
| Reflective Practice for Patient Benefit: An Analysis of Doctors' Appraisal Portfolios in Scotland |
1 |
| What Mentors Tell Us About Acknowledging Effort and Sustaining Academic Research Mentoring: A Qualitative Study |
1 |
| Creating Effective and Efficient Pediatric-Specific CME Content: More than Just Checking a Box |
0 |
| A Collaboration Between Government and the Continuing Education Community Tackles the Opioid Crisis: Lessons Learned and Future Opportunities |
0 |
| Physicians as Teachers and Lifelong Learners |
0 |
| Improving Charting Skills of Physicians in Monitored Practice |
0 |
| Making the Learning Continuum a Reality: The Critical Role of a Graduate Medical Education-Continuing Medical Education Partnership |
0 |
