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Medical Education|January 16, 2023
All medical degrees are equal, but some are more equal than others: An analysis of medical degree classificationsMatthew H V Byrne, Sophie E Yale, Madeleine Glasbey, et al.Medical Education|December 29, 2022
Anti-oppressive pedagogy in medical education: A qualitative study of trainees and facultyGopika Punchhi, Kathryn Shum, Javeed SukheraMedical Education|June 27, 2021
Confidence-competence alignment and the role of self-confidence in medical education: A conceptual reviewMichael Gottlieb, Teresa M Chan, Fareen Zaver, et al.Medical Education|July 22, 2021
The potential of narrative analysis for HPE research: Highlighting five analytic lensesAbigail Konopasky, Lara Varpio, Renée E StalmeijerMedical Education|May 18, 2022
The educational affordances of external clinician observation of GP trainee consultationsNancy Sturman, Elizabeth Fitzmaurice, Erin Waters, et al.Medical Education|October 7, 2017
Navigating difficult conversations: the role of self-monitoring and reflection-in-actionAnita Cheng, Kori LaDonna, Sayra Cristancho, et al.Medical Education|October 7, 2017
Lessons learned from 15 years of non-grades-based selection for medical schoolKaren M Stegers-JagerMedical Education|October 7, 2017
Context matters when striving to promote active and lifelong learning in medical educationJoris J Berkhout, Esther Helmich, Pim W Teunissen, et al.Medical Education|December 10, 2022
Navigating the burden of proof and responsibility: A narrative inquiry into Indigenous medical learners' experiencesSarah Burm, Sebastian Deagle, Christopher J Watling, et al.Medical Education|May 1, 1986
Change in type A behaviour among medical students: a 4-year longitudinal studyT M Wolf, G E Kissling, L A BurgessPageof 465