The “Handling” of power in the physician-patient encounter: perceptions from experienced physicians

Por Nimmon, Laura, Stenfors-Hayes, Terese
Publicado no BMC Med Educ (2016)

Boundaries, gaps, and overlaps: defining roles in a multidisciplinary nephrology clinic

Por Stenfors-Hayes, Terese, Kang, Helen H
Publicado em 2014

Perceptions of medical students and their mentors in a specialised programme designed to provide insight into non-traditional career paths

Por Asadi, Hedieh, Josephson, Anna, Stenfors-Hayes, Terese
Publicado em 2011

Medical students’ feedback regarding their clinical learning environment in primary healthcare: a qualitative study

Por Salminen, Helena, Öhman, Eva, Stenfors-Hayes, Terese
Publicado no BMC Med Educ (2016)

Common concepts in separate domains? Family physicians’ ways of understanding teaching patients and trainees, a qualitative study

Por Stenfors-Hayes, Terese, Berg, Mattias, Scott, Ian, Bates, Joanna
Publicado no BMC Med Educ (2015)

Choosing a Qualitative Research Approach

Por Teherani, Arianne, Martimianakis, Tina, Stenfors-Hayes, Terese, Wadhwa, Anupma, Varpio, Lara
Publicado no J Grad Med Educ (2015)

Using kaizen to improve employee well-being: Results from two organizational intervention studies

Por von Thiele Schwarz, Ulrica, Nielsen, Karina M, Stenfors-Hayes, Terese, Hasson, Henna
Publicado no Hum Relat (2016)

Using Data From Program Evaluations for Qualitative Research

Por Balmer, Dorene F., Rama, Jennifer A., Athina (Tina) Martimianakis, Maria, Stenfors-Hayes, Terese
Publicado no J Grad Med Educ (2016)

Kaizen practice in healthcare: a qualitative analysis of hospital employees' suggestions for improvement

Por Mazzocato, Pamela, Stenfors-Hayes, Terese, von Thiele Schwarz, Ulrica, Hasson, Henna, Nyström, Monica Elisabeth
Publicado no BMJ Open (2016)

Fitness for purpose study of the Field Assessment Conditioning Tool (FACT): a research protocol

Por MacKinnon, Ralph James, Kennedy, Chris, Doherty, Catherine, Shepherd, Michael, Cole, Joanne, Stenfors-Hayes, Terese
Publicado no BMJ Open (2015)