Applying to medical school with undiagnosed dyslexia: a collaborative autoethnography
- Location
-
Deutsche Nationalbibliothek Frankfurt am Main
- Extent
-
Online-Ressource, 1 online resource.
- Language
-
Englisch
- Bibliographic citation
-
Applying to medical school with undiagnosed dyslexia: a collaborative autoethnography ; day:10 ; month:7 ; year:2023 ; pages:1-21
Advances in health sciences education ; (10.7.2023), 1-21
- Creator
-
Cornwell, Megan
Shaw, Sebastian Charles Keith
- Contributor
-
SpringerLink (Online service)
- DOI
-
10.1007/s10459-023-10258-3
- URN
-
urn:nbn:de:101:1-2023101308403269870662
- Rights
-
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
14.08.2025, 10:50 AM CEST
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Cornwell, Megan
- Shaw, Sebastian Charles Keith
- SpringerLink (Online service)
Other Objects (12)
Knowing Through Improvisational Dance: A Collaborative Autoethnography
Knowing Through Improvisational Dance: A Collaborative Autoethnography
Prevalence of undiagnosed dyslexia in African-American primary school children
Lasting impact of study abroad experiences: a collaborative autoethnography
Lasting Impact of Study Abroad Experiences: A Collaborative Autoethnography
Instructional design learners make sense of theory: a collaborative autoethnography
Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design
Using collaborative autoethnography to investigate mentoring relationships for novice engineering education researchers
Researcher Vulnerability in Doing Collaborative Autoethnography: Moving to a Post-Qualitative Stance
Researcher Vulnerability in Doing Collaborative Autoethnography: Moving to a Post-Qualitative Stance
Applying a network framework to the neurobiology of reading and dyslexia
Autoethnography: an overview
Knowing Through Improvisational Dance: A Collaborative Autoethnography
Knowing Through Improvisational Dance: A Collaborative Autoethnography
Prevalence of undiagnosed dyslexia in African-American primary school children
Lasting impact of study abroad experiences: a collaborative autoethnography
Lasting Impact of Study Abroad Experiences: A Collaborative Autoethnography
Instructional design learners make sense of theory: a collaborative autoethnography
Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design
Using collaborative autoethnography to investigate mentoring relationships for novice engineering education researchers
Researcher Vulnerability in Doing Collaborative Autoethnography: Moving to a Post-Qualitative Stance
Researcher Vulnerability in Doing Collaborative Autoethnography: Moving to a Post-Qualitative Stance
Applying a network framework to the neurobiology of reading and dyslexia
Autoethnography: an overview
Knowing Through Improvisational Dance: A Collaborative Autoethnography
Knowing Through Improvisational Dance: A Collaborative Autoethnography
Prevalence of undiagnosed dyslexia in African-American primary school children
Lasting impact of study abroad experiences: a collaborative autoethnography
Lasting Impact of Study Abroad Experiences: A Collaborative Autoethnography
Instructional design learners make sense of theory: a collaborative autoethnography
Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design
Using collaborative autoethnography to investigate mentoring relationships for novice engineering education researchers
Researcher Vulnerability in Doing Collaborative Autoethnography: Moving to a Post-Qualitative Stance
Researcher Vulnerability in Doing Collaborative Autoethnography: Moving to a Post-Qualitative Stance
Applying a network framework to the neurobiology of reading and dyslexia