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Experiences of a student-run clinic in primary care: a mixed-method study with students, patients and supervisors
Fröberg M, Leanderson C, Fläckman B, Hedman-lagerlöf E, Björklund K, Nilsson Gh, et al
Scandinavian journal of primary health care 2018;36(1):36-46

How to…choose between different types of data
Helmich E, Stenfors T, Barrett A
The clinical teacher 2018;():-

Frontline learning of medical teaching: "you pick up as you go through work and practice"
Hartford W, Nimmon L, Stenfors T
BMC medical education 2017;17(1):171-

Using kaizen to improve employee well-being: Results from two organizational intervention studies
Von Thiele Schwarz U, Nielsen Km, Stenfors-hayes T, Hasson H
Human relations; studies towards the integration of the social sciences 2017;70(8):966-993

Feeling Well and Having Good Numbers: Renal Patients' Encounter With Clinical Uncertainties and the Responsibility to "Live Well"
Kang H, Stenfors-hayes T
Qualitative health research 2016;26(12):1591-602

Integrating health promotion with quality improvement in a Swedish hospital
Astnell S, Von Thiele Schwarz U, Hasson H, Augustsson H, Stenfors-hayes T
Health promotion international 2016;31(3):495-504

Kaizen practice in healthcare: a qualitative analysis of hospital employees' suggestions for improvement
Mazzocato P, Stenfors-hayes T, Von Thiele Schwarz U, Hasson H, Nyström Me
BMJ open 2016;6(7):e012256-

Medical students' feedback regarding their clinical learning environment in primary healthcare: a qualitative study
Salminen H, Öhman E, Stenfors-hayes T
BMC medical education 2016;16(1):313-

The "Handling" of power in the physician-patient encounter: perceptions from experienced physicians
Nimmon L, Stenfors-hayes T
BMC medical education 2016;16():114-

Using Data From Program Evaluations for Qualitative Research
Balmer Df, Rama Ja, Athina Tina Martimianakis M, Stenfors-hayes T
Journal of graduate medical education 2016;8(5):773-774

Choosing a Qualitative Research Approach
Teherani A, Martimianakis T, Stenfors-hayes T, Wadhwa A, Varpio L
Journal of graduate medical education 2015;7(4):669-70

Common concepts in separate domains? Family physicians' ways of understanding teaching patients and trainees, a qualitative study
Stenfors-hayes T, Berg M, Scott I, Bates J
BMC medical education 2015;15():108-

Fitness for purpose study of the Field Assessment Conditioning Tool (FACT): a research protocol
Inspire Trauma Outreach Research Group (, Mackinnon Rj, Kennedy C, Doherty C, Shepherd M, Cole J, et al
BMJ open 2015;5(4):e006386-

How clinical supervisors develop trust in their trainees: a qualitative study
Hauer Ke, Oza Sk, Kogan Jr, Stankiewicz Ca, Stenfors-hayes T, Cate Ot, et al
Medical education 2015;49(8):783-95

Investigating variations in implementation fidelity of an organizational-level occupational health intervention
Augustsson H, Von Thiele Schwarz U, Stenfors-hayes T, Hasson H
International journal of behavioral medicine 2015;22(3):345-55

Promoting employee health by integrating health protection, health promotion, and continuous improvement: a longitudinal quasi-experimental intervention study
Von Thiele Schwarz U, Augustsson H, Hasson H, Stenfors-hayes T
Journal of occupational and environmental medicine 2015;57(2):217-25

Boundaries, gaps, and overlaps: defining roles in a multidisciplinary nephrology clinic
Stenfors-hayes T, Kang Hh
Journal of multidisciplinary healthcare 2014;7():471-7

really good stuff
Anderson Mb, Yusoff Msb, Stenfors-hayes T, Ajjawi R
MEDICAL EDUCATION 2014;48(5):520-1

A phenomenographic approach to research in medical education
Stenfors-hayes T, Hult H, Dahlgren Ma
Medical education 2013;47(3):261-70

Three ways of understanding development as a teacher
Stenfors-hayes T, Hult H, Dahlgren Lo

Perspectives on being a mentor for undergraduate dental students
Stenfors-hayes T, Lindgren Le, Tranaeus S

What does it mean to be a good teacher and clinical supervisor in medical education?
Stenfors-hayes T, Hult H, Dahlgren Lo

What does it mean to be a mentor in medical education?
Stenfors-hayes T, Hult H, Dahlgren Lo
MEDICAL TEACHER 2011;33(8):e423-8

Being a mentor for undergraduate medical students enhances personal and professional development
Stenfors-hayes T, Kalen S, Hult H, Dahlgren Lo, Hindbeck H, Ponzer S
MEDICAL TEACHER 2010;32(2):148-53

Case-based introduction to medical statistics for health professionals by peers
Janszky I, Moller J, Stenfors-hayes T, Ljung R
MEDICAL TEACHER 2010;32(5):443-

Medical teachers' professional development - perceived barriers and opportunities
Stenfors-hayes T, Weurlander M, Dahlgren Lo, Hult H

Mentoring medical students during clinical courses: A way to enhance professional development
Kalen S, Stenfors-hayes T, Hylin U, Larm Mf, Hindbeck H, Ponzer S
MEDICAL TEACHER 2010;32(8):e315-21

Developing medical teachers' thinking and practice: impact of a staff development course
Weurlander M, Stenfors-hayes T

Development of a framework of medical undergraduate teaching activities
Ross Mt, Stenfors-hayes T
MEDICAL EDUCATION 2008;42(9):915-22

A process for acquiring knowledge while sharing knowledge
Kjellin H, Stenfors T

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