The productivity paradox in postgraduate medical education: improving asynchronous learning

The productivity paradox in postgraduate medical education: Improving asynchronous learning. Un article de la revue Canadian Medical Education Journal / Revue canadienne de l'éducation médicale (Volume 15, numéro 5, 2024, p. 1-194) diffusée par la plateforme Érudit.

Authors

Francesco Leanza
Lauren Wintraub
Eagan J. Peters (ORCID: https://orcid.org/0000-0002-1249-4605)

Institutions

University of Toronto (CA)

Publication Details

Journal: Canadian Medical Education Journal
Published: 2024-11-12
DOI: https://doi.org/10.36834/cmej.79440
Citations: 1
Primary Topic: Innovations in Medical Education
Type: article
Field-Weighted Citation Impact: 0.54

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article

The productivity paradox in postgraduate medical education: improving asynchronous learning

Francesco Leanza, Lauren Wintraub, Eagan J. Peters

Nov 12, 2024

1 citations

Canadian Medical Education Journal

Innovations in Medical Education

0.54

article

The productivity paradox in postgraduate medical education: improving asynchronous learning

Francesco Leanza, Lauren Wintraub, Eagan J. Peters

November 12, 2024article en

1 citations

Abstract

Canadian Medical Education JournalVol. 15(5)

University of Toronto (CA)

Decent work and economic growth

Openalex Percentile: Top 27%

Innovations in Medical Education

0.54

DOI Open Access PDF OpenAlex

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The productivity paradox in postgraduate medical education: improving asynchronous learning — Francesco Leanza, Lauren Wintraub, et al. · Canadian Medical Education Journal (2024) | TGRS Research Map | TGRS