McKimm, Judy
![Sudoc [ABES], France](/viaf/images/flags/SUDOC.png "Sudoc [ABES], France")
Judy McKimm researcher
McKimm, Judy (1958- ).
VIAF ID: 270016900 (Personal)
Permalink: http://viaf.org/viaf/270016900
Preferred Forms
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Judy McKimm
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researcher
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McKimm, Judy
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McKimm, Judy
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McKimm, Judy
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100 1 _ ‡a McKimm, Judy
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100 1 _ ‡a McKimm, Judy
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100 1 _ ‡a McKimm, Judy
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100 1 _ ‡a McKimm, Judy
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100 1 _ ‡a McKimm, Judy
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100 1 _
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McKimm, Judy
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100 1 _
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McKimm, Judy
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100 1 _
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McKimm, Judy
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100 1 _ ‡a McKimm, Judy ‡d (1958- ).
4xx's: Alternate Name Forms (5)
5xx's: Related Names (1)
Works
| Title | Sources |
|---|---|
| ABC of clinical leadership |
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| Capturing the wisdom of the crowd: health professions' educators meet at a virtual world café |
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| Clinical teaching made easy a practical guide to teaching and learning in clinical settings |
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| Collaborating in healthcare delivery: exploring conceptual differences at the "bedside". |
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| Developing and harnessing the leadership potential of doctors in training |
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| Developing reflective practice : a guide for medical students, doctors and teachers |
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| Diversity, equal opportunities and human rights |
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| Doctor as professional and doctor as leader: same attributes, attitudes and values? |
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| Don't follow your leader: challenging erroneous decisions |
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| Educating for planetary health and environmentally sustainable health care: Responding with urgency |
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| Emotional Intelligence, Emotional Labour and Affective Leadership |
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| Erratum: Chronic tonsillitis and biofilms: a brief overview of treatment modalities [Corrigendum] |
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| Essensharu rinsho shimyureshon iryo kyoiku. |
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| Essential simulation in clinical education |
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| Every ward is a ‘Nut Island’? Preventing good health-care teams ‘going bad’ |
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| Exploring educational interventions to facilitate health professional students' professionally safe online presence |
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| Exploring UK medical and social work students' legal literacy: comparisons, contrasts and implications. |
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| Genotypic to Phenotypic Resistance Discrepancies Identified Involving β-Lactamase Genes, blaKPC, blaIMP, blaNDM-1, and blaVIM in Uropathogenic Klebsiella pneumoniae |
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| Global Health |
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| Health, Behaviour and Society : Clinical Medicine in Context |
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| Health care professionalism at a glance |
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| How to assess doctors and health professionals |
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| The Importance of Leadership Development in Medical Curricula: A UK Perspective (Stars are Aligning) |
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| Improve your lecturing. |
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| Improved quality and quantity of written feedback is associated with a structured feedback proforma. |
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| Interprofessional learning. |
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| Iryo genba no ridashippu ebishi : Yori yoi iryo chimu o mezashite. |
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| Leadership and management in integrated services, 2009: |
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| Leadership development for clinicians: what are we trying to achieve? |
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| Leadership in learning organizations: a strategy for improvement. |
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| Leading and working in teams |
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| Managing the appraisal. |
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| Medical education at a glance |
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| Medical educators working abroad: a pilot study of educators' experiences in the Middle East |
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| Medical leadership and the medical student. |
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| Medical leadership: from policy to practice |
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| Medical leadership—we need more good followers |
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| no2009097943 |
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| The Northland Regional-Rural program (Pūkawakawa): broadening medical undergraduate learning in New Zealand. |
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| Ongoing strategies to improve the management of upper respiratory tract infections and reduce inappropriate antibiotic use particularly among lower and middle-income countries: findings and implications for the future |
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| The policy and the practice: early-career doctors and nurses as leaders and followers in the delivery of health care |
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| Prepared for practice? Law teaching and assessment in UK medical schools. |
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| Professional development of medical educators. |
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| Professional practice for foundation doctors |
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| The proposal for a third medical school in New Zealand: a community-engaged graduate entry medical program |
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| Recruitment of doctors to work in 'our hinterland': first results from the Swansea Graduate Entry Programme in Medicine. |
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| Resilience: why it matters and how doctors can improve it. |
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| Rethinking health professions' education leadership: Developing 'eco-ethical' leaders for a more sustainable world and future |
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| Self-medication of antibiotics: investigating practice among university students at the Malaysian National Defence University |
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| Setting learning objectives |
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| Sharing stories about medical education in difficult circumstances: Conceptualizing issues, strategies, and solutions. |
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| Small group teaching. |
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| Strategies to Prevent Healthcare-Associated Infections: A Narrative Overview |
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| Strengthening Primary Health-Care Services to Help Prevent and Control Long-Term (Chronic) Non-Communicable Diseases in Low- and Middle-Income Countries |
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| Supporting the engagement of doctors in training in quality improvement and patient safety |
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| The Swansea 6D model: a diagnostic and conversational framework for supervisors, mentors and doctors in training |
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| Towards effective outcomes in teaching, learning and assessment of law in medical education. |
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| Twelve tips for applying change models to curriculum design, development and delivery |
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| Twelve tips for organising speed mentoring events for healthcare professionals at small or large-scale venues |
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| Twelve tips for providing effective student support in undergraduate medical education |
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| Using transactional analysis to improve clinical and educational supervision: the Drama and Winner's triangles |
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| Vertical leadership in highly complex and unpredictable health systems. |
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| Virtual speed mentoring in challenging times |
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| Web-based faculty development: e-learning for clinical teachers in the London Deanery. |
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| When I say … leadership |
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| エッセンシャル臨床シミュレーション医療教育 |
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| 医療現場のリーダーシップABC : より良い医療チームを目指して |
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