Margot Barry
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View article: The dual‐role clinician teacher: A human bridge for socially responsible AI use
The dual‐role clinician teacher: A human bridge for socially responsible AI use Open
Underscoring the importance of social learning in health professions education, the authors suggest ways for clinician teachers to take advantage of their unique position to model and embed social learning practices in AI‐integrated educat…
View article: Boundary Spanning Behavior of Clinician-Teachers in the Classroom. An Observation Study
Boundary Spanning Behavior of Clinician-Teachers in the Classroom. An Observation Study Open
Introduction: Clinician-teachers are engaged in both clinical practice and education. They positively influence student learning by connecting clinical practice and education. Most research into clinician-teacher’s dual role was performed …
View article: Fostering the clinician as teacher: A realist review
Fostering the clinician as teacher: A realist review Open
Background Clinician‐teachers, physicians with educational responsibilities in either classroom or clinical setting, are assumed to add value by virtue of their dual role. The clinical responsibilities are often prioritised over the educat…
View article: Bridging School and Practice? Barriers to the Integration of ‘Boundary Objects’ for Learning and Assessment in Clinical Nursing Education
Bridging School and Practice? Barriers to the Integration of ‘Boundary Objects’ for Learning and Assessment in Clinical Nursing Education Open
Introduction: In clinical health professions education, portfolios, assignments and assessment standards are used to enhance learning. When these tools fulfill a bridging function between school and practice, they can be considered ‘bounda…
View article: Enabling Visibility of the Clinician-scientists’ Knowledge Broker role in Linking Research with Clinical Practice: A Participatory Design Research in the Dutch Nursing-home Sector
Enabling Visibility of the Clinician-scientists’ Knowledge Broker role in Linking Research with Clinical Practice: A Participatory Design Research in the Dutch Nursing-home Sector Open
Background: Twelve clinician-scientists were employed in a Dutch academic network, which is a collaboration between fifteen nursing-homes and an academic medical research institute. The clinician-scientists were tasked with linking researc…
View article: Enabling visibility of the clinician-scientists’ knowledge broker role in linking research with clinical practice: A participatory design research in the Dutch nursing-home sector
Enabling visibility of the clinician-scientists’ knowledge broker role in linking research with clinical practice: A participatory design research in the Dutch nursing-home sector Open
Background: Twelve clinician-scientists were employed in a Dutch academic network, which is a collaboration between fifteen nursing-homes and an academic medical research institute. The clinician-scientists were tasked with linking researc…
View article: Professional development arising from multiple-site workplace learning: boundary crossing between the education and clinical contexts.
Professional development arising from multiple-site workplace learning: boundary crossing between the education and clinical contexts. Open
Background: This research explores the value of an inter-organisational jurisdiction, on the professional development of faculty members in their roles of researcher and educator. Faculty members from a Dutch university of applied sciences…
View article: Professional development arising from multiple-site workplace learning: boundary crossing between the education and clinical contexts.
Professional development arising from multiple-site workplace learning: boundary crossing between the education and clinical contexts. Open
Background: This research explores the value of an inter-organisational jurisdiction, on the professional development of faculty members in their roles of researcher and educator. Faculty members from a Dutch university of applied sciences…
View article: Professional Development Arising from Multiple-Site Workplace Learning: Boundary Crossing Between the Education and Clinical Contexts.
Professional Development Arising from Multiple-Site Workplace Learning: Boundary Crossing Between the Education and Clinical Contexts. Open
Background : This research explores the value of an inter-organisational jurisdiction, on the professional development of faculty members in their roles of researcher and educator. Faculty members from a Dutch university of applied science…
View article: Understanding the Broker Role of Clinician–Scientists: A Realist Review on How They Link Research and Practice
Understanding the Broker Role of Clinician–Scientists: A Realist Review on How They Link Research and Practice Open
Purpose Clinician–scientists are said to be well placed to connect research and practice, but their broker role has been underexplored. This review sought to gain an understanding of the broker role of clinician–scientists. Method The auth…