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Medical Science Educator|August 30, 2021
The Value of Longitudinal Integrated TBLs and How to Create ThemWendy Lackey-Cornelison, Maria SheakleyMedical Science Educator|August 30, 2021
Implementation of Team-Based Learning: a Tale of Two New Medical SchoolsGonzalo A Carrasco, Kathryn C Behling, Osvaldo J LopezMedical Science Educator|August 30, 2021
A Survey of Health Sciences Faculty Practices and Attitudes Regarding the Peer Feedback Component of Team-Based LearningSarah Lerchenfeldt, Marty EngMedical Science Educator|August 30, 2021
Utilization of a Co-enrolled Course Structure for Point-of-Care Ultrasound Training in the Undergraduate Medical Education SettingW Blake Holloway, Jordan Grove, Anna Tyson, et al.Medical Science Educator|August 30, 2021
Teaching Type 1 Diabetes: Creating Stakeholder Engagement in Biomedical Careers Through Undergraduate Research CurriculumAshby F Walker, Mark A Atkinson, Alexandra M Lee, et al.Medical Science Educator|August 30, 2021
Flipping Out! Utilizing an Online Micro-lecture for Asynchronous Learning Within the Acting InternshipAdam M GarberMedical Science Educator|August 30, 2021
A Curriculum Design and Teaching Experience Created by and for Bioscience Postdoctoral Fellows in a Medical SchoolEsther Nuebel, Sara M Nowinski, Casey W Hemmis, et al.Medical Science Educator|August 30, 2021
"Virtual Radiology Workstation": Improving Medical Students' Radiology RotationTanvir Rizvi, Nicole J BorgesMedical Science Educator|August 30, 2021
Preparing Medical Students to Address the Needs of Vulnerable Patient Populations: Implicit Bias Training in US Medical SchoolsMatthew C Morris, Robert Lyle Cooper, Aramandla Ramesh, et al.Medical Science Educator|August 30, 2021
Exploring Perspectives from Internal Medicine Clerkship Directors in the USA on Effective Narrative Evaluation: Results from the CDIM National SurveyRobert Ledford, Alfred Burger, Jeff LaRochelle, et al.Pageof 181