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Using a most significant change approach to evaluate learner-centric outcomes of clinical scholars leadership training program.
Henry, Ellison; Walker, Madison R; Noble, Cheryl C; Fernandez, Claudia S P; Corbie-Smith, Giselle; Dave, Gaurav.
Afiliación
  • Henry E; Department of Maternal and Child Health, UNC Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA. Electronic address: Ebhenry2@live.unc.edu.
  • Walker MR; Department of Health Behavior, UNC Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
  • Noble CC; Private Evaluation Consultancy, Scotts Valley, CA, USA.
  • Fernandez CSP; Department of Maternal and Child Health, UNC Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
  • Corbie-Smith G; Center for Health Equity Research, UNC School of Medicine, Department of Social Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
  • Dave G; Center for Health Equity Research, UNC School of Medicine, Department of Social Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA; Division of General Internal Medicine and Clinical Epidemiology, Department of Medicine, University of North Carolina at Chapel Hill, Chapel Hi
Eval Program Plann ; 94: 102141, 2022 10.
Article en En | MEDLINE | ID: mdl-35905523
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Desarrollo de Personal / Liderazgo Tipo de estudio: Evaluation_studies Aspecto: Equity_inequality / Implementation_research Límite: Humans Idioma: En Revista: Eval Program Plann Año: 2022 Tipo del documento: Article Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Desarrollo de Personal / Liderazgo Tipo de estudio: Evaluation_studies Aspecto: Equity_inequality / Implementation_research Límite: Humans Idioma: En Revista: Eval Program Plann Año: 2022 Tipo del documento: Article Pais de publicación: Reino Unido