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Medical Education|May 20, 2025
How to be reviewer 2: Lessons in academic curmudgeonryBenjamin Kinnear, Lynelle Govender, Helen R ChurchMedical Education|June 4, 2025
Challenging the norm: Length of exams determined by classification accuracy or reliabilityStefan K Schauber, Matt HomerMedical Education|October 28, 2025
Rethinking the impostor phenomenon: An umbrella review of concept, context and interventionsMia Gisselbaek, Mohamed Seyour, Sarah Saxena, et al.Medical Education|November 1, 1985
Attitude changes in the vocational training of general practitionersR Grol, V Tielens, H MokkinkMedical Education|June 17, 2025
Tolerance of ambiguity and psychological wellbeing in newly qualified doctors: An analysis over multiple time pointsJason Hancock, Obioha C Ukoumunne, Bryan Burford, et al.Medical Education|June 13, 2025
Introducing the intruder paradox: "It's not the imposter syndrome, it's you don't want me in the field"Kori A LaDonna, Lindsay Cowley, Emily Field, et al.Medical Education|March 29, 2025
Uncertainty experienced by newly qualified doctors during the transition to internshipMolly Dineen, Michelle D Lazarus, Georgina C StephensMedical Education|June 1, 2023
Power/knowledge: A sociomaterial perspective on a new accreditation process during COVID-19Carrie Cartmill, Paula Rowland, David Rojas, et al.Medical Education|June 2, 2023
The experiences of autistic medical students: A phenomenological studySebastian C K Shaw, Mary Doherty, John L AndersonMedical Education|May 30, 2023
The reporting of ethical review and ethical considerations in articles published in medical education journals: A literature reviewTim Schutte, Maaike E Fasel, Janneke T Fokkens, et al.Pageof 465