Bridget C. O'Brien
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Standards for reporting qualitative research: a synthesis of recommendations
BC O’Brien, IB Harris, TJ Beckman, DA Reed, DA Cook
Academic medicine 89 (9), 1245-1251, 2014
Educating physicians: a call for reform of medical school and residency
M Cooke, DM Irby, BC O'Brien
John Wiley & Sons, 2010
Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking
L Varpio, R Ajjawi, LV Monrouxe, BC O'Brien, CE Rees
Medical education 51 (1), 40-50, 2017
Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010
DM Irby, M Cooke, BC O'Brien
Academic Medicine 85 (2), 220-227, 2010
Design: Selection of data collection methods
E Paradis, B O'Brien, L Nimmon, G Bandiera, MA Martimianakis
Journal of graduate medical education 8 (2), 263-264, 2016
Perceptions and attributions of third-year student struggles in clerkships: do students and clerkship directors agree?
B O'Brien, M Cooke, DM Irby
Academic Medicine 82 (10), 970-978, 2007
Research design considerations
S Wright, BC O'Brien, L Nimmon, M Law, M Mylopoulos
Journal of graduate medical education 8 (1), 97-98, 2016
Evidence-based medicine training in undergraduate medical education: a review and critique of the literature published 2006–2011
LA Maggio, NH Tannery, HC Chen, O ten Cate, B O’Brien
Academic Medicine 88 (7), 1022-1028, 2013
A typology of longitudinal integrated clerkships
P Worley, I Couper, R Strasser, L Graves, BA Cummings, R Woodman, ...
Medical Education 50 (9), 922-932, 2016
The role of role: learning in longitudinal integrated and traditional block clerkships
KE Hauer, D Hirsh, I Ma, L Hansen, B Ogur, AN Poncelet, EK Alexander, ...
Medical education 46 (7), 698-710, 2012
Thinking critically about critical thinking: ability, disposition or both?
E Krupat, JM Sprague, D Wolpaw, P Haidet, D Hatem, B O’Brien
Medical education 45 (6), 625-635, 2011
The impact of an interprofessional standardized patient exercise on attitudes toward working in interprofessional teams
M Wamsley, J Staves, L Kroon, K Topp, M Hossaini, B Newlin, C Lindsay, ...
Journal of interprofessional care 26 (1), 28-35, 2012
Situated learning theory in health professions education research: a scoping review
BC O’Brien, A Battista
Advances in Health Sciences Education 25, 483-509, 2020
More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships
KE Hauer, BC O’Brien, LA Hansen, D Hirsh, IH Ma, B Ogur, AN Poncelet, ...
Academic Medicine 87 (10), 1389-1396, 2012
Perceptions of interprofessional teamwork in low‐acuity settings: a qualitative analysis
SM van Schaik, BC O'Brien, SA Almeida, SR Adler
Medical Education 48 (6), 583-592, 2014
Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated clerkship
A Teherani, BC O'Brien, DE Masters, AN Poncelet, PA Robertson, ...
Academic Medicine 84 (10), S50-S53, 2009
Preparing medical students for clerkships: a descriptive analysis of transition courses
A Poncelet, B O’Brien
Academic Medicine 83 (5), 444-451, 2008
Transition to clerkship courses: preparing students to enter the workplace
BC O'Brien, AN Poncelet
Academic Medicine 85 (12), 1862-1869, 2010
Commentary: racism and bias in health professions education: how educators, faculty developers, and researchers can make a difference
R Karani, L Varpio, W May, T Horsley, J Chenault, KH Miller, B O’Brien
Academic Medicine 92 (11S), S1-S6, 2017
Learning through service: student perceptions on volunteering at interprofessional hepatitis B student-run clinics
LC Sheu, P Zheng, AD Coelho, LD Lin, PS O’Sullivan, BC O’Brien, AY Yu, ...
Journal of Cancer Education 26, 228-233, 2011
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