Not just ‘for’ but ‘with’: health advocacy as a partnership process
暂无分享,去创建一个
[1] ชวิตรา ตันติมาลา. Constructing Grounded Theory: A Practical Guide through Qualitative Analysis , 2017 .
[2] G. Regehr,et al. From the Clinic to the Community: The Activities and Abilities of Effective Health Advocates , 2015, Academic medicine : journal of the Association of American Medical Colleges.
[3] C. Whitehead,et al. Shifts in the interpretation of health advocacy: a textual analysis , 2014, Medical education.
[4] R. Ajjawi,et al. Family Physician Preceptors’ Conceptualizations of Health Advocacy: Implications for Medical Education , 2014, Academic medicine : journal of the Association of American Medical Colleges.
[5] G. Regehr,et al. ‘We’ not ‘I’: health advocacy is a team sport , 2014, Medical education.
[6] G. Regehr,et al. Perspective: agency and activism: rethinking health advocacy in the medical profession. , 2012, Academic medicine : journal of the Association of American Medical Colleges.
[7] S. Kanter. On physician advocacy. , 2011, Academic medicine : journal of the Association of American Medical Colleges.
[8] T. Huddle. Perspective: Medical professionalism and medical education should not involve commitments to political advocacy. , 2011, Academic medicine : journal of the Association of American Medical Colleges.
[9] Mark C. Fok,et al. Evaluation of resident attitudes and self-reported competencies in health advocacy , 2010, BMC medical education.
[10] K. McLaughlin,et al. CanMEDS evaluation in Canadian postgraduate training programmes: tools used and programme director satisfaction , 2008, Medical education.
[11] M. Ross,et al. The Tuning Project for Medicine – learning outcomes for undergraduate medical education in Europe , 2007, Medical teacher.
[12] William Godolphin,et al. Putting informed and shared decision making into practice , 2006, Health expectations : an international journal of public participation in health care and health policy.
[13] Constructing Grounded Theory: A practical guide through qualitative analysis Kathy Charmaz Constructing Grounded Theory: A practical guide through qualitative analysis Sage 224 £19.99 0761973532 0761973532 [Formula: see text]. , 2006, Nurse researcher.
[14] I. Oandasan. Health Advocacy: Bringing Clarity to Educators through the Voices of Physician Health Advocates , 2005, Academic medicine : journal of the Association of American Medical Colleges.
[15] L. Flynn,et al. Faculty's and Residents’ Perceptions of Teaching and Evaluating the Role of Health Advocate: A Study at One Canadian University , 2005, Academic medicine : journal of the Association of American Medical Colleges.
[16] Reed G. Williams,et al. Accreditation Council for Graduate Medical Education core competencies initiative: the road to implementation in the surgical specialties. , 2004, The Surgical clinics of North America.
[17] I. Oandasan,et al. Educating for Advocacy: Exploring the Source and Substance of Community-Responsive Physicians , 2003, Academic medicine : journal of the Association of American Medical Colleges.
[18] Allan Cumming,et al. The Tuning Project (Medicine) - Learning outcomes / competences for undergraduate medical education in Europe , 2008 .
[19] I. Dey. Grounding grounded theory : guidelines for qualitative inquiry , 1999 .
[20] ROYAL COLLEGE OF PHYSICIANS AND SURGEONS OF CANADA. , 1930, Canadian Medical Association journal.