Jeanne M. Farnan to Internal Medicine
This is a "connection" page, showing publications Jeanne M. Farnan has written about Internal Medicine.
Connection Strength
3.888
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Mandatory Hepatology Education for Internal Medicine Residents: Long-Term Effects and Implications for Workforce Needs. Hepatol Commun. 2021 11; 5(11):1953-1963.
Score: 0.576
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Attending Physician Remote Access of the Electronic Health Record and Implications for Resident Supervision: A Mixed Methods Study. J Grad Med Educ. 2017 Dec; 9(6):706-713.
Score: 0.447
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A post-2011 time motion study. J Gen Intern Med. 2014 Jan; 29(1):23.
Score: 0.341
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Considerations for attending rounds. JAMA Intern Med. 2014 Jan; 174(1):161-2.
Score: 0.341
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The "new normal". JAMA Intern Med. 2013 Oct 28; 173(19):1845.
Score: 0.336
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Survey of overnight academic hospitalist supervision of trainees. J Hosp Med. 2012 Sep; 7(7):521-3.
Score: 0.309
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On-call supervision and resident autonomy: from micromanager to absentee attending. Am J Med. 2009 Aug; 122(8):784-8.
Score: 0.251
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The declining number and variety of procedures done by general internists. Ann Intern Med. 2007 Dec 04; 147(11):814; author reply 815-6.
Score: 0.224
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A Student in My Pocket: Development of a Virtual Internal Medicine Hospital Rotation During the COVID-19 Pandemic. Acad Med. 2021 11 01; 96(11S):S195-S196.
Score: 0.147
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Gender Differences and Themes in Peer Nominations for Chief Resident: a Qualitative Analysis. J Gen Intern Med. 2019 12; 34(12):2733-2734.
Score: 0.125
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Impact of a Video-Based Interactive Workshop on Unprofessional Behaviors Among Internal Medicine Residents. J Grad Med Educ. 2017 Apr; 9(2):241-244.
Score: 0.107
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Rounds Today: A Qualitative Study of Internal Medicine and Pediatrics Resident Perceptions. J Grad Med Educ. 2016 Oct; 8(4):523-531.
Score: 0.103
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Patient Perceptions of Whom is Most Involved in Their Care with Successive Duty Hour Limits. J Gen Intern Med. 2015 Sep; 30(9):1275-8.
Score: 0.096
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A call to action: The need for hepatology-focused educational interventions in Internal Medicine Residency training. Hepatology. 2015 Aug; 62(2):655-6.
Score: 0.094
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Piloting a Structured Practice Audit to Assess ACGME Milestones in Written Handoff Communication in Internal Medicine. J Grad Med Educ. 2015 Jun; 7(2):238-41.
Score: 0.094
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A longitudinal approach to handoff training. Virtual Mentor. 2012 May 01; 14(5):383-8.
Score: 0.076
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To friend or not to friend? Social networking and faculty perceptions of online professionalism. Acad Med. 2011 Dec; 86(12):1545-50.
Score: 0.074
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Changes in perception of and participation in unprofessional behaviors during internship. Acad Med. 2010 Oct; 85(10 Suppl):S76-80.
Score: 0.068
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The Graduate Medical Education Scholars Track: Developing Residents as Clinician-Educators During Clinical Training via a Longitudinal, Multimodal, and Multidisciplinary Track. Acad Med. 2018 02; 93(2):214-219.
Score: 0.028
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What's the Purpose of Rounds? A Qualitative Study Examining the Perceptions of Faculty and Students. J Hosp Med. 2017 11; 12(11):892-897.
Score: 0.028
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Novel educational interventions in residency increase knowledge of chronic liver disease and career interest in hepatology. Hepatology. 2016 12; 64(6):2210-2218.
Score: 0.026