A. Poncelet

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Development of a longitudinal integrated clerkship at an academic medical center

H. Kirsch, Seth Bokser, B. Calton, 2011, Medical education online.

Transition to Clerkship Courses: Preparing Students to Enter the Workplace

Bridget C. O’Brien, A. Poncelet, Bridget C. O’Brien, 2010, Academic medicine : journal of the Association of American Medical Colleges.

Patient views of continuity relationships with medical students

Bridget C. O’Brien, K. Hauer, Maria Wamsley, 2013, Medical teacher.

Blink reflexes and the silent period in tetanus

A. Poncelet, Ann N Poncelet, 2000, Muscle & nerve.

Preparing Medical Students for Clerkships: A Descriptive Analysis of Transition Courses

Bridget C. O’Brien, A. Poncelet, 2008, Academic medicine : journal of the Association of American Medical Colleges.

A comparison of ultrasonographic and electrophysiologic ‘inching’ in ulnar neuropathy at the elbow

M. Kliot, J. Engstrom, N. Simon, 2015, Clinical Neurophysiology.

Student Continuity with Patients: A System Delivery Innovation to Benefit Patient Care and Learning (Continuity Patient Benefit)

A. Poncelet, J. Hudson, 2015, Healthcare.

Creating a longitudinal integrated clerkship with mutual benefits for an academic medical center and a community health system.

Maria Wamsley, A. Poncelet, L. Mazotti, 2014, The Permanente journal.

The longitudinal integrated clerkship.

K. Hauer, A. Poncelet, B. O'Brien, 2009, The virtual mentor : VM.

Peripheral neuropathy in scleroderma

A. Poncelet, M. K. Connolly, M. Connolly, 2003, Muscle & nerve.

Continuity in Undergraduate Medical Education: Mission Not Accomplished

L. Wilkerson, Daniel B Evans, B. Henschen, 2019, Journal of General Internal Medicine.

Myokymic discharges of the tongue after radiation to the head and neck

M. Silber, R. G. Auger, A. Poncelet, 1996, Neurology.

Neurologic Disorders Associated With Bone and Joint Disease

A. Poncelet, A. Rose-Innes, Ann N Poncelet, 2021, Aminoff's Neurology and General Medicine.

More Is Better: Students Describe Successful and Unsuccessful Experiences With Teachers Differently in Brief and Longitudinal Relationships

Bridget C. O’Brien, E. Alexander, K. Hauer, 2012, Academic medicine : journal of the Association of American Medical Colleges.

The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship

I. Couper, M. Bartlett, A. Poncelet, 2020, Perspectives on Medical Education.

Longitudinal, integrated clerkship education: better for learners and patients. Point.

K. Hauer, A. Poncelet, B. O'Brien, 2009, Academic medicine : journal of the Association of American Medical Colleges.

Identifying Value Factors in Institutional Leaders’ Perspectives on Investing in Health Professions Educators

G. Rosenbluth, H. Loeser, G. Sawaya, 2023, JAMA network open.

Longitudinal integrated clerkships*

J. Bushnell, A. Poncelet, J. Hudson, 2017, Medical teacher.

Burden, Responsibility, and Reward: Preceptor Experiences With the Continuity of Teaching in a Longitudinal Integrated Clerkship

Bridget C. O’Brien, K. Hauer, P. Robertson, 2009, Academic medicine : journal of the Association of American Medical Colleges.

An algorithm for the evaluation of peripheral neuropathy.

A. Poncelet, Ann N. Poncelet, 1998, American family physician.

Quantitative ultrasound of denervated hand muscles

M. Kliot, M. Kiernan, N. Simon, 2015, Muscle & nerve.

Quantitative measurement of interresponse times to assess forelimb motor function in rats

Manuel F. Gonzalez, F. Sharp, A. Poncelet, 1986, Behavioural Brain Research.

Students’ workplace learning in two clerkship models: a multi‐site observational study

E. Krupat, K. Hauer, A. Poncelet, 2012, Medical education.

Learning to balance efficiency and innovation for optimal adaptive expertise

N. Roberts, M. Pusic, A. Wilson-Delfosse, 2018, Medical teacher.

Transformative learning through longitudinal integrated clerkships

J. Greenhill, A. Poncelet, 2013, Medical Education.

Better learning, better doctors, better delivery system: Possibilities from a case study of longitudinal integrated clerkships

L. Walters, A. Poncelet, D. Hirsh, 2012, Medical teacher.

Learners, performers, caregivers, and team players: Descriptions of the ideal medical student in longitudinal integrated and block clerkships

Bridget C. O’Brien, E. Krupat, K. Hauer, 2015, Medical teacher.

The role of role: learning in longitudinal integrated and traditional block clerkships

K. Hauer, A. Poncelet, D. Hirsh, 2012, Medical education.

Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students

Jason M. Satterfield, J. Satterfield, Huiju Carrie Chen, 2014, Medical education online.

Workplace learning through peer groups in medical school clerkships

C. Chou, Maria Wamsley, A. Poncelet, 2014, Medical education online.

Workplace learning through peer groups in medical school clerkships.

C. Chou, Maria Wamsley, A. Poncelet, 2014, Medical education online.

Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students.

J. Satterfield, Huiju Carrie Chen, C. Chou, 2014, Medical education online.

An innovative quality improvement curriculum for third-year medical students

D. S. Levitt, S. Mookherjee, K. Hauer, 2012, Medical education online.

Cultural influences on personalized e-learning systems

Scotty D. Craig, Kenneth A. Kaufman, Susanne P. Lajoie, 2012 .

Diabetic polyneuropathy. Risk factors, patterns of presentation, diagnosis, and treatment.

A. Poncelet, Ann N Poncelet, 2003, Geriatrics.

Case-based learning on the web

L. Tong, Lowell Tong, Craig Van Dyke, 2006 .