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Medical Education|March 10, 2020
Learning in the workplace: Use of informal feedback cues in doctor-patient communicationCarolin Sehlbach, Pim W Teunissen, Erik W Driessen, et al.Medical Education|March 3, 2020
Self-monitoring accuracy does not increase throughout undergraduate medical educationJuliane E Kämmer, Wolf E Hautz, Maren MärzMedical Education|January 31, 2020
Between trust and control: Teachers' assessment conceptualisations within programmatic assessmentSuzanne Schut, Sylvia Heeneman, Beth Bierer, et al.Medical Education|December 10, 2020
Entrustment decisions and the clinical team: A case study of early clinical studentsSeverin Pinilla, Alexandra Kyrou, Norina Maissen, et al.Medical Education|June 10, 2014
Debriefing for technology-enhanced simulation: a systematic review and meta-analysisAdam Cheng, Walter Eppich, Vincent Grant, et al.Medical Education|June 10, 2014
Do peer-tutors perform better in examinations? An analysis of medical school final examination resultsKazuya Iwata, Daniel S Furmedge, Alison Sturrock, et al.Medical Education|June 10, 2014
Dyad practice is efficient practice: a randomised bronchoscopy simulation studyAnne Sofie Bjerrum, Berit Eika, Peder Charles, et al.Medical Education|June 10, 2014
Learning culture and feedback: an international study of medical athletes and musiciansChristopher Watling, Erik Driessen, Cees P M van der Vleuten, et al.Medical Education|March 25, 2015
A critical appraisal of instruments to measure outcomes of interprofessional educationMatthew Oates, Megan DavidsonMedical Education|March 25, 2015
Exploring the impact of workplace cyberbullying on trainee doctorsSamuel Farley, Iain Coyne, Christine Sprigg, et al.Pageof 464