Charlotte E. Rees researcher
Rees, Charlotte E.
VIAF ID: 2770148209306200460003 (Personal)
Permalink: http://viaf.org/viaf/2770148209306200460003
Preferred Forms
- 100 0 _ ‡a Charlotte E. Rees ‡c researcher
- 100 1 _ ‡a Rees, Charlotte E
-
-
-
- 100 1 _ ‡a Rees, Charlotte E.
- 100 1 _ ‡a Rees, Charlotte E.
-
4xx's: Alternate Name Forms (2)
5xx's: Related Names (1)
Works
Title | Sources |
---|---|
Dimensions, discourses and differences: trainees conceptualising health care leadership and followership. | |
Doctors being up there and we being down here: a metaphorical analysis of talk about student/doctor-patient relationships. | |
Evaluating the reliability of DISCERN: a tool for assessing the quality of written patient information on treatment choices | |
Exploring stakeholders' views of medical education research priorities: a national survey | |
Exploring the influence of context on feedback at medical school: a video-ethnography study | |
Exploring trainer and trainee emotional talk in narratives about workplace-based feedback processes. | |
First do no self-harm : understanding and promoting physician stress resilience | |
“From the Heart of My Bottom”: Negotiating Humor in Focus Group Discussions | |
Healthcare professionalism, 2017: | |
Helping medical students identify their emotional intelligence. | |
Hero or has-been: is there a future for altruism in medical education? | |
How does Donor Dissection Influence Medical Students' Perceptions of Ethics? A Cross-Sectional and Longitudinal Qualitative Study | |
Identities as performances: encouraging visual methodologies in medical education research | |
Implications of aligning full registration of doctors with medical school graduation: a qualitative study of stakeholder perspectives. | |
The influence of students' gender on equity in Peer Physical Examination: a qualitative study | |
International medical education research: highlights, hitches and handy hints. | |
‘Is it alright if I-um-we unbutton your pyjama top now?’ Pronominal use in bedside teaching encounters | |
Is it me or is it them? Factors that influence the passing of underperforming students | |
Laughter for Coping | |
Leadership and followership in the healthcare workplace: exploring medical trainees' experiences through narrative inquiry | |
Learning clinical skills during bedside teaching encounters in general practice | |
Making sense of feedback experiences: a multi-school study of medical students' narratives. | |
Medical educators’ metaphoric talk about their assessment relationships with students: ‘you don’t want to sort of be the one who sticks the knife in them’ | |
Medical educators' social acts of explaining passing underperformance in students: a qualitative study | |
Medical students' attitudes to complementary and alternative medicine: further validation of the IMAQ and findings from an international longitudinal study. | |
Medical students learning intimate examinations without valid consent: a multicentre study. | |
"A morning since eight of just pure grill": a multischool qualitative study of student abuse. | |
Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK. | |
Multischool, international survey of medical students' attitudes toward "holism". | |
Narrative, emotion and action: analysing 'most memorable' professionalism dilemmas. | |
New graduate doctors' preparedness for practice: a multistakeholder, multicentre narrative study | |
Outcomes-based education versus coping with complexity: should we be educating for capability? | |
Patient-centred interprofessional collaboration in primary care: challenges for clinical, educational and health services research. An EGPRN keynote paper | |
Picking up the gauntlet: constructing medical education as a social science. | |
Preclinical medical students' understandings of academic and medical professionalism: visual analysis of mind maps. | |
The problem with outcomes-based curricula in medical education: insights from educational theory. | |
Proto-professionalism and the three questions about development | |
Quality of smoking cessation information on the Internet: a cross‐sectional survey study | |
The relationship between medical students' attitudes towards communication skills learning and their demographic and education-related characteristics. | |
The relationship between the information-seeking behaviours and information needs of partners of men with prostate cancer: a pilot study | |
Self and Social Identity in Educational Contexts | |
Self-assessment scores and gender. | |
Setting priorities for health education research: A mixed methods study | |
Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking | |
Short Report: Transitions in health professional education: Theory, research and practice | |
“I should be lucky ha ha ha ha”: The construction of power, identity and gender through laughter within medical workplace learning encounters | |
The state of medical education research: what can we learn from the outcomes of the UK Research Excellence Framework? | |
Student and clinician identities: how are identities constructed in interprofessional narratives? | |
Student life - Cause for concern | |
Students' and assessors' attitudes towards students' self-assessment of their personal and professional behaviours | |
Supervised learning events in the foundation programme: a UK-wide narrative interview study | |
Supervision training in healthcare: a realist synthesis | |
Taiwanese medical students' narratives of intercultural professionalism dilemmas: exploring tensions between Western medicine and Taiwanese culture | |
Theoretical perspectives onidentity: researching identities in healthcare education | |
Theory in medical education research: how do we get there? | |
Thinking 'no' but saying 'yes' to student presence in general practice consultations: politeness theory insights | |
Undergraduate medical students' views about a reflective portfolio assessment of their communication skills learning | |
Understanding student concerns about peer physical examination using an activity theory framework | |
Understanding students' and clinicians' experiences of informal interprofessional workplace learning: an Australian qualitative study. | |
Understanding the healthcare workplace learning culture through safety and dignity narratives: a UK qualitative study of multiple stakeholders' perspectives. | |
The use (and abuse) of the term 'portfolio' | |
“User Involvement Is a Sine Qua Non, Almost, in Medical Education”: Learning with Rather than Just About Health and Social Care Service Users | |
Using video-reflexive ethnography to capture the complexity of leadership enactment in the healthcare workplace | |
Viewpoint: The Trouble with Assessing Students??? Professionalism: Theoretical Insights from Sociocognitive Psychology | |
What really matters for successful research environments? A realist synthesis | |
When I say … quantification in qualitative research | |
Who are you and who do you want to be? Key considerations in developing professional identities in medicine | |
‘I will never ever go back’: patients’ written narratives of health care communication | |
A window into the lives of junior doctors: narrative interviews exploring antimicrobial prescribing experiences. | |
Women in medical education: views and experiences from the Kingdom of Saudi Arabia. | |
Workplace abuse narratives from dentistry, nursing, pharmacy and physiotherapy students: a multi-school qualitative study | |
সংশোধন |