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Mededpublish (2016)|December 11, 2023
What Dance taught a Doctor: A resident's perspective on the role of humanities in psychiatry trainingDeva Priya AppanMededpublish (2016)|December 11, 2023
"A huge part of my life": Exploring links between music, medical education, and students' developing identities as doctorsAlison Ledger, Viktoria JoynesMededpublish (2016)|December 11, 2023
Can Medical Humanities impart Empathy and Resilience skills to Medical Students?Alan Schamroth, Hayley Berman, Neil SpencerMededpublish (2016)|December 11, 2023
Exploring tutor perceptions and current practices in facilitating diagnostic reasoning in preclinical medical students: Implications for tutor professional development needsJane Elizabeth Keir, Shannon Lea Saad, Lorna DavinMededpublish (2016)|December 11, 2023
Can Physical Examination Skills Survive the Era of Modern Diagnostic Tests?Mohammed ElhassanMededpublish (2016)|December 22, 2023
Using the Chief Complaint Driven Medical History: Theoretical Background and Practical Steps for Student CliniciansRichard J NierenbergMededpublish (2016)|December 7, 2023
Novel hybrid medical curriculum in a developing country: Experience of medical studentsWafaa Mowlabaccus, Zuhair Hussain Mohamed, Adnaan MowlabaccusMededpublish (2016)|December 7, 2023
The Case for Fellowship Training in Emergency PsychiatryScott Simpson, Victoria Brooks, Dustin DeMoss, et al.Mededpublish (2016)|December 7, 2023
Learning to be patient-centred healthcare professionals: how does it happen at university and on clinical placements? A multiple focus group studySheeba Rosewilliam, Vivek Indramohan, Richard Breakwell, et al.Mededpublish (2016)|December 7, 2023
The assessment clock: A model to prioritize the principles of the utility of assessment formula in emergency situations, such as the COVID-19 pandemicMajed Wadi, Mohamed Elhassan Abdalla, Husameldin Khalafalla, et al.Pageof 91