Studies focusing on “reifications”
| Author, year | Journal | Country | Location | Discipline(s) | Participants | Design | Study topic | Description, justification or clarification |
|---|---|---|---|---|---|---|---|---|
| Bhatt-Mackin et al., 2017 (42) | Academic Psychiatry | USA | Duke University | Psychiatry | Not specified | Descriptive study | Protecting time for faculty development | Description |
| Chen et al., 2017 (7) | Medical Teacher | Canada | University of British Columbia | Family medicine | 30 residents and faculty | Qualitative case study | Professional identity formation | Clarification |
| Chen et al., 2015 (3) | Academic Medicine | Canada | University of British Columbia | Orthopedics, internal medicine and hematology | 27 residents | Qualitative case study | Role of AHD in resident education | Clarification |
| Gregor et al., 2016 (110) | Teaching and Learning in Medicine | Canada | University of Toronto and Queen’s University | Not specific | Not specified | Critical literature synthesis | Purpose of morbidity and mortality rounds | Clarification |
| Peters et al., 2018 (29) | Teaching and Learning in Medicine | Netherlands | University of Leuven | General practice | 25 trainees, 11 faculty, 18 workplace supervisors | Transfer of learning | Transfer of learning during internship | Clarification |
| Wagoner et al., 2019 (115) | Teaching and Learning in Medicine | USA | University of Colorado | Pediatrics | 12 faculty | Survey study | Attending physician perspectives on AHD | Clarification |
Note: AHD = academic half day.