|
interprofessional education |
51 |
|
social interaction anxiety |
40 |
|
partnership model |
28 |
|
medical education |
13 |
|
screening |
13 |
|
construct validation |
12 |
|
achievement emotions |
11 |
|
cluster analysis |
11 |
|
healthcare students |
11 |
|
interprofessional collaboration |
11 |
|
person-centred analysis |
11 |
|
cost-effectiveness |
10 |
|
diabetes mellitus |
10 |
|
effectiveness |
10 |
|
hypertension |
10 |
|
management |
10 |
|
multi-disciplinary |
10 |
|
primary healthcare |
10 |
|
quality of care |
10 |
|
collaboration perception |
9 |
|
health professions education |
9 |
|
interprofessional identity |
9 |
|
anal cancer |
8 |
|
anogenital warts |
8 |
|
human papillomavirus (hpv) |
8 |
|
men who have sex with men (msm) |
8 |
|
chronic kidney disease |
6 |
|
non-steroidal anti-inflammatory drugs |
6 |
|
nsaids |
6 |
|
asia |
5 |
|
conceptualisation |
5 |
|
culture |
5 |
|
distress |
5 |
|
educators |
5 |
|
epwbi |
5 |
|
interventions |
5 |
|
medical educators |
5 |
|
physician educators |
5 |
|
physician well-being index-expanded |
5 |
|
ppct model |
5 |
|
psychometrics |
5 |
|
resilience |
5 |
|
socio-ecological |
5 |
|
teachers |
5 |
|
validation |
5 |
|
well-being |
5 |
|
cognitive congruence |
4 |
|
collective efficacy |
4 |
|
early detection |
4 |
|
health professions students |
4 |
|
model recalibration |
4 |
|
peer teaching |
4 |
|
poc-chba1c |
4 |
|
point-of-care capillary hba1c |
4 |
|
pre-diabetes |
4 |
|
primary care |
4 |
|
risk estimation |
4 |
|
risk prediction model |
4 |
|
social congruence |
4 |
|
student facilitator |
4 |
|
team cohesiveness |
4 |
|
team collaboration |
4 |
|
type 2 diabetes |
4 |
|
blood pressure |
3 |
|
evening dosing |
3 |
|
meta-analysis nocturnal hypertension |
3 |
