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Medical Education|October 31, 2022
'Just pretending': Narratives of professional identity transitions in internal medicineJoanne Kerins, Samantha E Smith, Victoria R TallentireMedical Education|October 8, 2022
The impact of shared social spaces on the wellness and learning of junior doctors: A scoping reviewCiska Uys, Daniele Carrieri, Karen MattickMedical Education|August 29, 2022
'For the most part it works': Exploring how authors navigate peer review feedbackChristopher Watling, Jennifer Shaw, Emily Field, et al.Medical Education|February 24, 2022
Business as (un)usual: A qualitative study of clerkship experiences during a health crisisLaerke Marijke Noerholk, Karlen S Bader-Larsen, Anne Mette Morcke, et al.Medical Education|January 31, 2022
Patients' perspectives on medical students' professionalism: Blind spots and opportunitiesSimon Haney, Paula Rowland, Shiphra GinsburgMedical Education|September 24, 2021
Inferring signs from purposeful samples: The role of context in competency assessmentMarise Ph Born, Karen M Stegers-Jager, Chantal E E van AndelMedical Education|September 24, 2021
Self in medicine: Determinants of physician well-being and future directions in improving wellnessDaniel MendelsohnMedical Education|September 1, 1986
Use of commercial 'authoring systems' for medical educationL W DeschMedical Education|June 27, 2018
Self-regulated learning in the clinical context: a systematic reviewMaaike A van Houten-Schat, Joris J Berkhout, Nynke van Dijk, et al.Pageof 465