Arianne Teherani
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Disciplinary action by medical boards and prior behavior in medical school
MA Papadakis, A Teherani, MA Banach, TR Knettler, SL Rattner, DT Stern, ...
New England Journal of Medicine 353 (25), 2673-2682, 2005
Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board
MA Papadakis, CS Hodgson, A Teherani, ND Kohatsu
Journal of Medical Regulation 90 (1), 16-23, 2004
Understanding the experience of being taught by peers: the value of social and cognitive congruence
TM Lockspeiser, P O’Sullivan, A Teherani, J Muller
Advances in Health Sciences Education 13 (3), 361-372, 2008
Choosing a qualitative research approach
A Teherani, T Martimianakis, T Stenfors-Hayes, A Wadhwa, L Varpio
Journal of graduate medical education 7 (4), 669-670, 2015
What training is needed in the fourth year of medical school? Views of residency program directors
P Lyss-Lerman, A Teherani, E Aagaard, H Loeser, M Cooke, GM Harper
Academic Medicine 84 (7), 823-829, 2009
Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of concept
E Aagaard, A Teherani, DM Irby
Academic medicine 79 (1), 42-49, 2004
Third-year medical students’ experiences with dying patients during the internal medicine clerkship: a qualitative study of the informal curriculum
N Ratanawongsa, A Teherani, KE Hauer
Academic Medicine 80 (7), 641-647, 2005
Domains of unprofessional behavior during medical school associated with future disciplinary action by a state medical board
A Teherani, CS Hodgson, M Banach, MA Papadakis
Academic Medicine 80 (10), S17-S20, 2005
Medical students’ perceptions of mentoring: a focus-group analysis
KE Hauer, A Teherani, A Dechet, EM Aagaard
Medical teacher 27 (8), 732-734, 2005
Development of a longitudinal integrated clerkship at an academic medical center
A Poncelet, S Bokser, B Calton, KE Hauer, H Kirsch, T Jones, CJ Lai, ...
Medical education online 16 (1), 5939, 2011
Teaching points identified by preceptors observing one-minute preceptor and traditional preceptor encounters
DM Irby, E Aagaard, A Teherani
Academic Medicine 79 (1), 50-55, 2004
More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships
KE Hauer, BC O’Brien, LA Hansen, D Hirsh, IH Ma, B Ogur, AN Poncelet, ...
Academic Medicine 87 (10), 1389-1396, 2012
Outcomes of different clerkship models: longitudinal integrated, hybrid, and block
A Teherani, DM Irby, H Loeser
Academic Medicine 88 (1), 35-43, 2013
Can simulations measure empathy? Considerations on how to assess behavioral empathy via simulations
A Teherani, KE Hauer, P O'Sullivan
Patient education and counseling 71 (2), 148-152, 2008
How small differences in assessed clinical performance amplify to large differences in grades and awards: a cascade with serious consequences for students underrepresented in …
A Teherani, KE Hauer, A Fernandez, TE King Jr, C Lucey
Academic medicine 93 (9), 1286-1292, 2018
Student perceptions of the one minute preceptor and traditional preceptor models
A Teherani, P O'Sullivan, EM Aagaard, EH Morrison, DM Irby
Medical teacher 29 (4), 323-327, 2007
A national study of medical student clinical skills assessment
KE Hauer, CS Hodgson, KM Kerr, A Teherani, DM Irby
Academic Medicine 80 (10), S25-S29, 2005
Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated clerkship
A Teherani, BC O'Brien, DE Masters, AN Poncelet, PA Robertson, ...
Academic Medicine 84 (10), S50-S53, 2009
It’s time for medical schools to introduce climate change into their curricula
C Wellbery, P Sheffield, K Timmireddy, M Sarfaty, A Teherani, R Fallar
Academic medicine: journal of the Association of American Medical Colleges …, 2018
Developing entrustable professional activities for entry into clerkship
HC Chen, M McNamara, A Teherani, O Cate, P O’Sullivan
Academic Medicine 91 (2), 247-255, 2016
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