| Grounded theory, mixed methods, and action research L Lingard, M Albert, W Levinson Bmj 337, 2008 | 1058 | 2008 |
| Why use theories in qualitative research? S Reeves, M Albert, A Kuper, BD Hodges Bmj 337, 2008 | 941 | 2008 |
| Research in medical education: balancing service and science M Albert, B Hodges, G Regehr Advances in Health Sciences Education 12, 103-115, 2007 | 273 | 2007 |
| Universities and the market economy: The differential impact on knowledge production in sociology and economics M Albert Higher Education 45, 147-182, 2003 | 191 | 2003 |
| Biomedical scientists' perception of the social sciences in health research M Albert, S Laberge, BD Hodges, G Regehr, L Lingard Social science & medicine 66 (12), 2520-2531, 2008 | 157 | 2008 |
| Bringing Pierre Bourdieu to science and technology studies M Albert, DL Kleinman Minerva 49 (3), 263-273, 2011 | 135 | 2011 |
| The legitimation and dissemination processes of the innovation system approach: The case of the Canadian and Québec science and technology policy M Albert, S Laberge Science, Technology, & Human Values 32 (2), 221-249, 2007 | 120 | 2007 |
| Investigating interdisciplinary collaboration: theory and practice across disciplines S Frickel, M Albert, B Prainsack Rutgers University Press, 2016 | 114 | 2016 |
| Assessment: do we need to broaden our methodological horizons? A Kuper, S Reeves, M Albert, BD Hodges MEDICAL EDUCATION-OXFORD- 41 (12), 1121, 2007 | 96 | 2007 |
| Meanings and perceptions of patient-centeredness in social work, nursing and medicine: a comparative study D Gachoud, M Albert, A Kuper, L Stroud, S Reeves Journal of interprofessional care 26 (6), 484-490, 2012 | 95 | 2012 |
| Interdisciplinary promises versus practices in medicine: The decoupled experiences of social sciences and humanities scholars M Albert, E Paradis, A Kuper Social Science & Medicine 126, 17-25, 2015 | 92 | 2015 |
| The future of medical education: a Canadian environmental scan BD Hodges, M Albert, D Arweiler, S Akseer, G Bandiera, N Byrne, ... Medical education 45 (1), 95-106, 2011 | 92 | 2011 |
| Understanding the debate on medical education research: a sociological perspective M Albert Academic Medicine 79 (10), 948-954, 2004 | 90 | 2004 |
| The origins of the field of medical education research A Kuper, M Albert, BD Hodges Academic Medicine 85 (8), 1347-1353, 2010 | 83 | 2010 |
| Conceptions of masculinity and of gender transgressions in sport among adolescent boys: Hegemony, contestation, and social class dynamic S Laberge, M Albert Men and Masculinities 1 (3), 243-267, 1999 | 83 | 1999 |
| Boundary-work in the health research field: Biomedical and clinician scientists’ perceptions of social science research M Albert, S Laberge, BD Hodges Minerva 47, 171-194, 2009 | 81 | 2009 |
| The mindsets of medical education leaders: how do they conceive of their work? SJ Lieff, M Albert Academic Medicine 85 (1), 57-62, 2010 | 59 | 2010 |
| Criteria for assessing quality in academic research: the views of biomedical scientists, clinical scientists and social scientists M Albert, S Laberge, W McGuire Higher Education 64 (5), 661-676, 2012 | 55 | 2012 |
| What do we do? Practices and learning strategies of medical education leaders S Lieff, M Albert Medical teacher 34 (4), 312-319, 2012 | 48 | 2012 |
| Examining grounded theory through the lens of rationalist epistemology M Albert, M Mylopoulos, S Laberge Advances in Health Sciences Education 24, 827-837, 2019 | 46 | 2019 |
Paula RowlandUniversity of TorontoEmail được xác minh tại utoronto.ca