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Medical Science Educator|August 30, 2021
Collaborative Active Learning Activities Promote Deep Learning in a Chemistry-Biochemistry CourseDaniel A Andrews, Eric O Sekyere, Andrea BugarcicMedical Science Educator|August 30, 2021
Do Voluntary Lab-Based Active Learning Sessions Impact Medical Student Knowledge Retention?Louise B Lawson, Caroline M Lind, Jennifer W Gibson, et al.Medical Science Educator|August 30, 2021
Introducing Summative Progress Testing in Radiology Residency: Little Change in Residents' Test Results After Transitioning from Formative Progress TestingD R Rutgers, J P J van Schaik, C L J J Kruitwagen, et al.Medical Science Educator|August 30, 2021
A Primer on the Game Theory Behind the National Resident Matching Program for the Medical Educator and StudentMuhammad MaazMedical Science Educator|August 30, 2021
The Rise of Technology: Testing the Limits of Curriculum InnovationStephanie Neary, James Van RheeMedical Science Educator|August 30, 2021
Medical Education Interest, Exposure, and Career Planning in Subspecialty TraineesAriela L Marshall, Carrie A Thompson, Michael W Cullen, et al.Medical Science Educator|August 30, 2021
Comparison of Objective Structured Practical Examination (OSPE) Versus Conventional Pathology Practical Examination Methods Among the Second-Year Medical Students-a Cross-sectional StudyH L Kishan Prasad, H V Krishna Prasad, K Sajitha, et al.Medical Science Educator|August 30, 2021
Factors That Determine the Perceived Effectiveness of Peer Feedback in Collaborative Learning: a Mixed Methods DesignDayane Daou, Ramzi Sabra, Nathalie K ZgheibMedical Science Educator|August 30, 2021
A Conceptual Model for Residents as Teachers in Obstetrics and GynecologyBani M Ratan, Jocelyn T Greely, M Diane Jensen, et al.Medical Science Educator|August 30, 2021
Faculty Development in Basic Science Disciplines for Clinical Teachers: Results of a Cross-Cultural Workshop in the Dominican RepublicJeffrey G Wong, Marcos A Nunez Cuervo, Elizabeth Dinorah Peralta SabaPageof 181