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1 | (20) |
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1 | (2) |
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What's the Point of Communication in Medicine? |
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3 | (6) |
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9 | (2) |
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11 | (10) |
Part I Communication in Medicine: Democracy and Its Discontents |
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2 Communication Hypocompetence: An Iatrogenic Epidemic |
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21 | (10) |
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21 | (1) |
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An Epidemic of Medicine's Own Making |
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22 | (2) |
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Communication Skills Training |
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24 | (1) |
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The Role of the Medical Humanities |
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25 | (2) |
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27 | (2) |
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29 | (2) |
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31 | (16) |
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Medicine Is by Nature a Political Domain |
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31 | (2) |
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Articulating a Common Wealth |
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33 | (4) |
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Democracy and Its Discontents |
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37 | (3) |
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Medical Education Can Democratize Medicine |
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40 | (7) |
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4 Patient-Centredness Without a Centre |
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47 | (10) |
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Mutuality as a Model of Care |
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47 | (4) |
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Communication and Clinical Reasoning |
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51 | (6) |
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5 How Physicians Think Can Be Judged from How They Listen and Speak |
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57 | (10) |
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For the Hardened Students of Communication Only |
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57 | (5) |
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Communication Is (Necessarily) Ambiguous |
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62 | (5) |
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6 A New Wave of Patient-Centredness |
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67 | (12) |
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67 | (1) |
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68 | (1) |
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The Many Faces of Patient-Centredness |
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69 | (2) |
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A Brief History of Patient-Centredness |
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71 | (8) |
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7 Models of Patient-Centred Care |
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79 | (16) |
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Where Is Patient-Centredness' Centred? |
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79 | (2) |
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Classification of Types of Patient-Centredness |
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81 | (1) |
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Paternalism as Patient-Centredness |
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81 | (1) |
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Patient-Centredness as Varieties of Patient Autonomy |
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82 | (13) |
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82 | (2) |
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84 | (1) |
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Patient-Centredness as Varieties of Collaboration and Mutuality |
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84 | (1) |
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Patient as Catalyst for Interprofessional Activity |
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84 | (1) |
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Mutuality: Relationship-Centred Care Model |
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85 | (1) |
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Deeper Mutuality: Psychodynamics and the Therapeutic Alliance |
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86 | (1) |
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87 | (1) |
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88 | (1) |
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Pedagogical (Learning and Teaching) Model |
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89 | (2) |
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91 | (1) |
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92 | (1) |
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Patient-Centredness as Patient Connectedness in Online Communities Model |
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93 | (1) |
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Dysfunctional: Default Care |
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93 | (2) |
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8 What Is Meant by 'Empathy'? |
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95 | (16) |
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Education for Communication Must Go Deeper Than 'Skills' |
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95 | (5) |
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100 | (3) |
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Communication, Virtue, and Virtuosity |
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103 | (8) |
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9 Gender Matters in Medical Education |
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111 | (18) |
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Introduction: The Gender Shift in Medicine |
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111 | (1) |
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112 | (2) |
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A Feminist Medical Education |
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114 | (2) |
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Women Doctors in the Workforce |
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116 | (3) |
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Drawing on Women's Studies to Enrich Medical Education: Gendered Ways of Thinking |
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119 | (2) |
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Challenging Binary Thinking |
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121 | (2) |
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'Liquid' Thinking and the Use of Metaphor |
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123 | (2) |
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As Medicine Is Feminized, Will Medical Education Follow? |
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125 | (4) |
Part II Deep Theorizing in Communication in Medicine: Relationships Between Team Process and Practitioner Identity |
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10 Working and Learning in 'Teams' in a New Era of Health-Care |
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129 | (10) |
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129 | (3) |
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132 | (3) |
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'Nets' and 'Knots' in Team-Based Learning |
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135 | (4) |
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11 Theorizing Team Process Through Cultural-Historical Activity Theory (CHAT): Networking and Knotworking |
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139 | (10) |
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139 | (1) |
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140 | (2) |
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Two Ways of Coming Together: Metaphor and Metonymy |
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142 | (2) |
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Decolonizing Teamwork to Open Up New Horizons |
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144 | (5) |
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12 Theorizing Team Process Through a Foucauldian Perspective: Gaining a Voice in Team Activity at the Clinical Coalface |
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149 | (14) |
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'I Was Unhappy with Him to Carry on': Fearless Speech and Moral Courage in New Team Work Settings |
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149 | (3) |
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152 | (2) |
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Speaking Up and Speaking Out |
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154 | (5) |
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Dialogical Climates and Hospitality |
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159 | (2) |
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161 | (2) |
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13 Theorizing Team Process Through Actor-Network-Theory (ANT): Communication Practice as a Theory in Action |
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163 | (20) |
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163 | (1) |
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Section I: The Architecture of ANT |
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164 | (6) |
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164 | (1) |
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164 | (1) |
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What Are Actors and Networks and How Do They Link? |
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165 | (1) |
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Symmetry Between Humans, Material Objects, and Immaterial Languages |
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166 | (2) |
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168 | (2) |
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170 | (1) |
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Section II: Let's Go to Work! ANT as a Research Methodology |
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170 | (10) |
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170 | (1) |
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171 | (3) |
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Initiation of a Network: Champions Meet Sceptics |
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174 | (1) |
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175 | (1) |
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A Multiprofessional Conference |
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176 | (1) |
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176 | (1) |
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177 | (1) |
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Networking with Clinicians and Academics |
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177 | (1) |
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178 | (1) |
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Public Engagement Through the Arts |
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178 | (1) |
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179 | (1) |
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Section III: Limitations to ANT-Based Research |
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180 | (3) |
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ANT Research Demands Specialists |
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180 | (1) |
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Can ANT Demand Both Precision and Ambiguity? |
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180 | (1) |
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Does ANT Support Animism? |
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181 | (1) |
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182 | (1) |
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14 Theorizing Team Process Through Deleuzian Rhizomatics: Becoming a Medical Professional in Nomadic Teams |
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183 | (22) |
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Introduction: From Being to Becoming |
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183 | (4) |
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Deleuzian Becoming: Processes and Assemblages |
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187 | (2) |
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189 | (4) |
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193 | (1) |
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The Undoing of the Modern Clinical Gaze |
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193 | (3) |
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Becoming Medical Professionals Through New, Work-Based Textual Practices |
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196 | (6) |
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'Medutainment': Reflexive Accounting in the Public Realm |
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202 | (3) |
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15 Team Process and Complexity Theory: Blunting Occam's Razor |
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205 | (12) |
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Learning as a Complex Activity |
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205 | (2) |
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Learning Theory at the Cutting Edge |
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207 | (5) |
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A Close Shave with Occam's Razor |
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207 | (1) |
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Contrasting Approaches to Complexity Theory |
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207 | (1) |
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Three Approaches to Learning as a Complex Social Phenomenon |
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208 | (2) |
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210 | (1) |
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Attractors and Dissipative Structures |
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211 | (1) |
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Patterns of Resistance to the Values Advertised by Complexity Theory |
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212 | (2) |
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213 | (1) |
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The Conditions of Possibility for the Emergence of Complexity Theory as an Explanatory Model in Medical Education |
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214 | (3) |
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16 Building a Collaborative Community of Practice in Medical Education Research |
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217 | (16) |
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What Is a 'Collaborative' Community of Medical Education Researchers? |
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217 | (2) |
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Three Platforms for Collaboration |
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219 | (2) |
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Conditions for Collaboration |
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221 | (12) |
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Developing Interdisciplinarity |
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221 | (6) |
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Aligning Epistemologies, Axiologies, and Ontologies |
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227 | |
Part III A Brief but Provocative Conclusion |
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17 Conclusion: Professing Medical Identities in the Liquid World of Teams |
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233 | (6) |
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Putting Medicine on the Couch |
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233 | (3) |
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236 | (3) |
References |
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239 | (20) |
Author Index |
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259 | (4) |
Subject Index |
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263 | |