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Canadian Medical Education Journal|January 23, 2018
The physician as person framework: How human nature impacts empathy, depression, burnout, and the practice of medicineLester LiaoCanadian Medical Education Journal|July 12, 2021
Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty developmentLaura M Farrell, Sarah Buydens, Gisele Bourgeois-Law, et al.Canadian Medical Education Journal|July 12, 2021
Adapting clinical skills volunteer patient recruitment and retention during COVID-19Alasdair Nazerali-Maitland, Reed Holden, Amanda Jones, et al.Canadian Medical Education Journal|August 18, 2020
High dives and parallel plans: Relationships between medical student elective strategies and residency match outcomesCarol Ann Courneya, Winson Cheung, M Janette McMillanCanadian Medical Education Journal|August 18, 2020
Journey of candidates who were unmatched in the Canadian Residency Matching Service (CaRMS): A phenomenological studyBasia Okoniewska, Malika A Ladha, Irene W Y MaCanadian Medical Education Journal|August 18, 2020
The current utility and future use of the medical student performance record: A survey of perceptions across CanadaKulamakan Kulasegaram, Melissa Hynes, Glen Bandiera, et al.Canadian Medical Education Journal|August 18, 2020
A tale of two curricula: Learning and matching in the final year of medical schoolLorenzo MadrazoCanadian Medical Education Journal|August 18, 2020
CaRMS at 50: Making the match for medical educationJohn Gallinger, Michel Ouellette, Eric Peters, et al.Canadian Medical Education Journal|March 31, 2023
Patient references in the 2005 and 2015 CanMEDS frameworksHolly L Adam, Kaylee Eady, Katherine A MoreauCanadian Medical Education Journal|March 31, 2023
Evaluation of a tool to improve the quality of preceptor written feedback for family medicine residents: training and use of a CanMEDS-MF competency-based criterion guideChloé Desjardins, Lyne Pitre, David Adjo, et al.Pageof 70