The learning community faculty experience: how longitudinal relationships with learners enhance work meaning Cover

The learning community faculty experience: how longitudinal relationships with learners enhance work meaning

Perspectives on Medical Education

Volume 9 (2020): Issue 6

By: Danielle Roussel, Paul R. Gordon , James M. Wagner , Michelle Bardack, Maya G. Sardesai and Jorie M. Colbert-Getz

Open Access

|Aug 2020

Authors

Danielle Roussel

danielle.roussel@hsc.utah.edu

Department of Anesthesiology, University of Utah School of Medicine

Paul R. Gordon

info@ubiquitypress.com

Department of Family & Community Medicine, University of Arizona College of Medicine

James M. Wagner

james.wagner@UTSouthwestern.edu

Department of Internal Medicine, University of Texas Southwestern Medical Center

Michelle Bardack

info@ubiquitypress.com

Department of Family and CommunityMedicine, University of NewMexico School of Medicine

Maya G. Sardesai

info@ubiquitypress.com

Department of Otolaryngology—Head & Neck Surgery, University of Washington School of Medicine

Jorie M. Colbert-Getz

info@ubiquitypress.com

Department of Internal Medicine, University of Utah School of Medicine

DOI: https://doi.org/10.1007/S40037-020-00614-Z | Journal eISSN: 2212-277X

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Language: English

Published on: Aug 20, 2020

Published by: Bohn Stafleu van Loghum

In partnership with: Paradigm Publishing Services

Publication frequency: 1 issue per year

Keywords:

Learning communities,

Clinical education,

© 2020 Danielle Roussel, Paul R. Gordon, James M. Wagner, Michelle Bardack, Maya G. Sardesai, Jorie M. Colbert-Getz, published by Bohn Stafleu van Loghum
This work is licensed under the Creative Commons Attribution 4.0 License.

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