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Medical Education|June 13, 2024
Expanding Kane's argument-based validity framework: What can validation practices in language assessment offer health professions education?David Wei Dai, Thao Vu, Ute Knoch, et al.Medical Education|June 15, 2024
The tip of the iceberg: Generalism in undergraduate medical education, a systems thinking analysisMartina Kelly, Lyn Power, Ann Lee, et al.Medical Education|May 15, 2024
The need for critical and intersectional approaches to equity efforts in postgraduate medical education: A critical narrative reviewJustin T H Lam, Michal Coret, Carlos Khalil, et al.Medical Education|May 14, 2024
Intraprofessional boundary crossing in acute paediatric care: A rich journey for general practice and paediatric residentsRosalin van Schie, Ester Coolen, Anne van Tuijl, et al.Medical Education|December 30, 2025
Widening access to medical school in Australia: A realist evaluationSandra E Carr, Rebecca Olson, Alexia Pena, et al.Medical Education|December 23, 2025
How can I help at this moment? Outlining three generations of coaching for health professions educatorsRune D Jensen, Ingrid Price, Kevin W EvaMedical Education|May 3, 2024
Cost identification in health professions education: A scoping reviewJennifer Yaros, Chloé de Mortier, Mirjam Oude Egbrink, et al.Medical Education|December 22, 2023
'The program director's word … it's stronger than the word of God': Epistemic injustice revealed through narratives of remediated graduate medical education residentsCandace S Percival, Lauren A Maggio, Tasha R Wyatt, et al.Medical Education|December 27, 2023
Music in medical education: A critical interpretive synthesisAlice Rae Orchard, Janell Sitoh, Amy Wyatt, et al.Medical Education|July 1, 1996
Gender in medicine: the views of first and fifth year medical studentsD Field, A LennoxPageof 463