Items where Division is "Medical Education Research Center" and Year is 2019

(2019) The journey of thesis supervisors from novice to expert: a grounded theory study. Bmc Medical Education. p. 12.

(2019) Identifying the challenges to good clinical rounds: A focus-group study of medical teachers. J Adv Med Educ Prof. pp. 62-73. ISSN 2322-2220 (Print) 2322-2220 (Linking)

(2019) Strategies for teaching in clinical rounds: A systematic review of the literature. Journal of Research in Medical Sciences. ISSN 1735-1995

(2019) The challenge of planning learning opportunities for clinical medicine: a triangulation study in Iran. Bmc Medical Education. p. 9. ISSN 1472-6920

(2019) Curriculum management/monitoring in undergraduate medical education: a systematized review. Bmc Medical Education. ISSN 1472-6920

(2019) Application of narrative in medical ethics. Journal of Medical Ethics and History of Medicine. p. 4. ISSN 2008-0387

(2019) Development of a checklist to validate the framework of a narrative medicine program based on Gagne's instructional design model in Iran through consensus of a multidisciplinary expert panel. Journal of Educational Evaluation for Health Professions. p. 8. ISSN 1975-5937

(2019) Practical points for brain-friendly medical and health sciences teaching. J Educ Health Promot. p. 198. ISSN 2277-9531 (Print) 2277-9531 (Linking)

(2019) Strategies to non communicable diseases prevention improvement from the viewpoints of students in Isfahan: A qualitative research. J Educ Health Promot. p. 232. ISSN 2277-9531 (Print) 2277-9531 (Linking)

(2019) Advocating a bottom-up approach in the teaching of feedback skills to medical students. Advances in Medical Education and Practice. pp. 749-750. ISSN 1179-7258

(2019) Provision of feedback to medical teachers on their educational performance: perspectives of internal medicine teachers. Advances in Medical Education and Practice. pp. 85-94. ISSN 1179-7258

(2019) Problems and challenges in providing feedback to clinical teachers on their educational performance: A mixed-methods study. J Educ Health Promot. p. 8. ISSN 2277-9531 (Print) 2277-9531 (Linking)

(2019) Explaining professionalism in moral reasoning: a qualitative study. Advances in Medical Education and Practice. pp. 447-456. ISSN 1179-7258

(2019) Design and psychometric properties of an instrument to assess metacognition in moral reasoning in medicine. Nursing Open. pp. 1331-1345. ISSN 2054-1058

(2019) The clinical learning environment of a maternity ward: A qualitative study. Women and Birth. ISSN 1878-1799 (Electronic) 1871-5192 (Linking)

(2019) Iran's international collaborative articles in medical sciences. Med J Islam Repub Iran. p. 84. ISSN 1016-1430 (Print) 1016-1430 (Linking)

(2019) Comparison of physical growth of teenage girls with low birth weight and normal weight of Isfahan in 2016 - 2017. J Educ Health Promot. p. 105. ISSN 2277-9531 (Print) 2277-9531 (Linking)

(2019) The effect of using appendectomy surgical simulation software (Game-based) on self-efficacy of undergraduate students in operating room. Journal of Isfahan Medical School. pp. 1415-1420. ISSN 10277595 (ISSN)

(2019) Assessing the validity and reliability of persian version of DQS (Dental Satisfaction Questionnaire). Iranian Journal of Epidemiology. pp. 349-358. ISSN 17357489 (ISSN)

(2019) Comparing the Effects of Two Methods of Group Education and Peer Education on Sexual Dysfunction of Menopausal Women: A Randomized Controlled Trial. Iran J Nurs Midwifery Res. pp. 187-192. ISSN 1735-9066 (Print) 1735-9066 (Linking)

(2019) Clinical Teacher's Experiences of the Influence of Participation in the Balint Group on their Work Life in Clinical Settings: A Qualitative Study. Annals of Medical and Health Sciences Research. pp. 575-585. ISSN 2141-9248

(2019) The Balint group and its application in medical education: A systematic review. J Educ Health Promot. p. 124. ISSN 2277-9531 (Print) 2277-9531 (Linking)

(2019) How to develop an undergraduate medical professionalism curriculum: Experts' perception and suggestion. J Adv Med Educ Prof. pp. 183-190. ISSN 2322-2220 (Print) 2322-2220 (Linking)