| pubmed-article:12133148 | rdf:type | pubmed:Citation | lld:pubmed |
| pubmed-article:12133148 | lifeskim:mentions | umls-concept:C0035173 | lld:lifeskim |
| pubmed-article:12133148 | lifeskim:mentions | umls-concept:C0021782 | lld:lifeskim |
| pubmed-article:12133148 | lifeskim:mentions | umls-concept:C0259853 | lld:lifeskim |
| pubmed-article:12133148 | lifeskim:mentions | umls-concept:C0061928 | lld:lifeskim |
| pubmed-article:12133148 | lifeskim:mentions | umls-concept:C0205246 | lld:lifeskim |
| pubmed-article:12133148 | lifeskim:mentions | umls-concept:C0871685 | lld:lifeskim |
| pubmed-article:12133148 | pubmed:issue | 7 | lld:pubmed |
| pubmed-article:12133148 | pubmed:dateCreated | 2002-7-22 | lld:pubmed |
| pubmed-article:12133148 | pubmed:abstractText | Financial and time pressures, disparate promotional pathways, geographic separation, and difficulty acknowledging personal fallibility can contribute to polarization of clinician-educators and investigators in general internal medicine (GIM). As a consequence, clinician-educators and investigators may fail to use their joint expertise, may encounter friction in their relationships, and may present a troubled image to trainees considering careers in GIM. We suggest specific strategies that clinician-educators, investigators, administrative leaders, and medical schools might use to foster collaboration. | lld:pubmed |
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| pubmed-article:12133148 | pubmed:language | eng | lld:pubmed |
| pubmed-article:12133148 | pubmed:journal | http://linkedlifedata.com/r... | lld:pubmed |
| pubmed-article:12133148 | pubmed:citationSubset | IM | lld:pubmed |
| pubmed-article:12133148 | pubmed:status | MEDLINE | lld:pubmed |
| pubmed-article:12133148 | pubmed:month | Jul | lld:pubmed |
| pubmed-article:12133148 | pubmed:issn | 0884-8734 | lld:pubmed |
| pubmed-article:12133148 | pubmed:author | pubmed-author:SmetanaGerald... | lld:pubmed |
| pubmed-article:12133148 | pubmed:author | pubmed-author:DelbancoTomT | lld:pubmed |
| pubmed-article:12133148 | pubmed:author | pubmed-author:MukamalKennet... | lld:pubmed |
| pubmed-article:12133148 | pubmed:issnType | Print | lld:pubmed |
| pubmed-article:12133148 | pubmed:volume | 17 | lld:pubmed |
| pubmed-article:12133148 | pubmed:owner | NLM | lld:pubmed |
| pubmed-article:12133148 | pubmed:authorsComplete | Y | lld:pubmed |
| pubmed-article:12133148 | pubmed:pagination | 565-71 | lld:pubmed |
| pubmed-article:12133148 | pubmed:dateRevised | 2009-11-18 | lld:pubmed |
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| pubmed-article:12133148 | pubmed:year | 2002 | lld:pubmed |
| pubmed-article:12133148 | pubmed:articleTitle | Clinicians, educators, and investigators in general internal medicine: bridging the gaps. | lld:pubmed |
| pubmed-article:12133148 | pubmed:affiliation | Division of General Medicine and Primary Care, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Mass 02215, USA. kmukamal@caregroup.harvard.edu | lld:pubmed |
| pubmed-article:12133148 | pubmed:publicationType | Journal Article | lld:pubmed |
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