Publications
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"Teaching as a Competency": competencies for medical educators.
Srinivasan M,
Li ST, Meyers FJ, Pratt DD, Collins JB, Braddock C, Skeff KM, West DC, Henderson M, Hales RE, Hilty DM.
Acad Med.
2011;
86
(10):
1211-20
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Barriers to effective teaching.
DaRosa DA,
Skeff K, Friedland JA, Coburn M, Cox S, Pollart S, O'connell M, Smith S.
Acad Med.
2011;
86
(4):
453-9
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Clinical teaching improvement: The transportability of the Stanford Faculty Development Program.
Johansson J,
Skeff K, Stratos G.
Med Teach.
2009;
31
(8):
e377-82
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Global health training and international clinical rotations during residency: current status, needs, and opportunities.
Drain PK,
Holmes KK, Skeff KM, Hall TL, Gardner P.
Acad Med.
2009;
84
(3):
320-5
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The chromosomal analysis of teaching: the search for promoter genes.
Skeff KM,
Trans Am Clin Climatol Assoc.
2007:
118
123-32
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Benefits of resident work hours regulation.
Skeff KM,
Ezeji-Okoye S, Pompei P, Rockson S.
Ann Intern Med.
2004;
140
(10):
816-7
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Lymphatic biology and disease: is it being taught? Who is listening?
Rockson SG,
Granger DN, Skeff KM, Chaite W.
Lymphat Res Biol.
2004;
2
(2):
86-95
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Regional teaching improvement programs for community-based teachers.
Skeff KM,
Stratos GA, Bergen MR, Sampson K, Deutsch SL.
Am J Med.
1999;
106
(1):
76-80
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A pilot study of faculty development for basic science teachers.
Skeff KM,
Stratos GA, Bergen MR, Regula DP.
Acad Med.
1998;
73
(6):
701-4
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Clinical teaching improvement: past and future for faculty development.
Skeff KM,
Stratos GA, Mygdal WK, DeWitt TG, Manfred LM, Quirk ME, Roberts KB, Greenberg LW.
Fam Med.
1997;
29
(4):
252-7
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Faculty development. A resource for clinical teachers.
Skeff KM,
Stratos GA, Mygdal W, DeWitt TA, Manfred L, Quirk M, Roberts K, Greenberg L, Bland CJ.
J Gen Intern Med.
1997:
12 Suppl 2
S56-63
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The effect of a clinical teaching retreat on residents' teaching skills.
Litzelman DK,
Stratos GA, Skeff KM.
Acad Med.
1994;
69
(5):
433-4
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omparison of clinical teaching skills used by residents and attending physicians in inpatient and lecture settings
Berman J,
Bergen MR, and Skeff KM.
Teaching and Learning in Medicine.
1993;
53
(3):
149-157
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Evaluation of a medical faculty development program: a comparison of traditional pre/post and retrospective pre/post self-assessment ratings
Skeff KM,
Bergen MR, Stratos GA.
Evaluation and the Health Care Professions.
1992;
15
(3):
350-366
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Impact of a clinical preventive medicine curriculum for primary care faculty: results of a dissemination model.
Albright CL,
Farquhar JW, Fortmann SP, Sachs DP, Owens DK, Gottlieb L, Stratos GA, Bergen MR, Skeff KM.
Prev Med.
1992;
21
(4):
419-35
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Improving clinical teaching. Evaluation of a national dissemination program.
Skeff KM,
Stratos GA, Berman J, Bergen MR.
Arch Intern Med.
1992;
152
(6):
1156-61
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The Stanford faculty development program for medical teachers: a dissimination approach to faculty development for medical teachers
Skeff KM,
Stratos GA, Bergen MR, Albright CL, and Berman J, Sox HC, and Farquhar JW.
Teaching and Learning in Medicine.
1992;
4
(3):
180-187
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Using the patient's history to estimate the probability of coronary artery disease: a comparison of primary care and referral practices.
Sox HC,
Hickam DH, Marton KI, Moses L, Skeff KM, Sox CH, Neal EA.
Am J Med.
1990;
89
(1):
7-14
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Enhancing teaching effectiveness and vitality in the ambulatory setting.
Skeff KM,
J Gen Intern Med.
1988 Mar-Apr;
3
(2 Suppl):
S26-33
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