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Ladyshewsky, R. K. (2006).  Building cooperation in peer coaching relationships: understanding the relationships between reward structure, learner preparedness, coaching skill and learner engagement. Physiotherapy. 92, 4–10.
Thompson, G.. N., Estabrooks C.. A., & Degner L.. F. (2006).  Clarifying the concepts in knowledge transfer: a literature review. Journal of Advanced Nursing . 53(6), 691-701.
Aimonetti, J-M. (2006).  Comment ne pas endormir son auditoire en 30 secondes: la communication orale avec diaporama.
Lomas, J. (2006).  Decision support: a new approach to making the best healthcare management and policy choices.. Healthcare quarterly (Toronto, Ont.). 10, 16–18.
Peleg, M., & Tu S. (2006).  Decision support, knowledge representation and management in medicine. Yearb Med Inform. 45, 72–80.
Liu, J., Wyatt J. C., & Altman D. G. (2006).  Decision tools in health care: focus on the problem, not the solution. BMC Medical Informatics and Decision Making. 6, 4.
Senge, P. M. (2006).  The fifth discipline: The art and practice of the learning organization.
Berge, Z. L., & Giles L. (2006).  Implementing and sustaining e-learning in the workplace. International Journal of Information and Communication Technology Education. 2, 64–75.
Tonelli, M. R. (2006).  Integrating evidence into clinical practice: an alternative to evidence‐based approaches. Journal of evaluation in clinical practice. 12, 248–256.
Saks, A. M., & Belcourt M. (2006).  An investigation of training activities and transfer of training in organizations. Human resource management. 45, 629–648.
McNally, K., & Lukens R. (2006).  Leadership Development: An External-Internal Coaching Partnership. Journal of Nursing Administration. 36, 155–161.
Grima, F. (2006).  L'évolution professionnelle des champions de l'innovation organisationnelle. Management International. 11(1), 61-106.
Graham, I. D., Logan J., Harrison M. B., Straus S. E., Tetroe J., Caswell W., et al. (2006).  Lost in knowledge translation: Time for a map?. The Journal of Continuing Education in the Health Professions. 26, 13–24.
Béliveau, J., Parent R., & Roch J. (2006).  Parcours collectif d’apprentissage organisationnel: une stratégie de recherche qualitative porteuse pour l’étude du transfert des connaissances. Recherches qualitatives. 26, 40–65.
Feder, G., & Savastano S. (2006).  The role of opinion leaders in the diffusion of new knowledge: The case of integrated pest management. World Development. 34(7), 1287-1300.
Grimshaw, J.M., Eccles M. P., Thomas R., MacLennan G., Ramsay C., Fraser C., et al. (2006).  Toward Evidence‐Based Quality Improvement. Journal of general internal medicine. 21(S2), S14-S20.
Stark, S. (2006).  Using action learning for professional development. Educational Action Research. 14(1), 23-43.
Boulos, M. N. K., Maramba I., & Wheeler S. (2006).  Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC medical education. 6, 41.
Dolezalek, H. (2005).  The 2005 Industry Report. Training. 42(12), 14-28.
Wears, R. L., & Berg M. (2005).  Computer technology and clinical work: still waiting for Godot. Jama. 293, 1261–1263.
Garg, A. X., Adhikari N. K. J., McDonald H., M Rosas-Arellano P., Devereaux PJ., Beyene J., et al. (2005).  Effects of computerized clinical decision support systems on practitioner performance and patient outcomes: a systematic review. Jama. 293, 1223–1238.
Alavi, M., Kayworth T. R., & Leidner D. E. (2005).  An empirical examination of the influence of organizational culture on knowledge management practices. Journal of management information systems. 22, 191–224.
Joo, B-K. Brian (2005).  Executive coaching: A conceptual framework from an integrative review of practice and research. Human Resource Development Review. 4, 462–488.
Saleem, J. J., Patterson E. S., Militello L., Render M. L., Orshansky G., & Asch S. M. (2005).  Exploring barriers and facilitators to the use of computerized clinical reminders. Journal of the American Medical Informatics Association. 12, 438–447.
Langelier, L. (2005).  Guide de mise en place et d’animation de communautés de pratique intentionnelles: travailler, apprendre et collaborer en réseau. Montréal: CEFRIO.