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Medical Science Educator|August 30, 2021
Learning Cardiac Embryology-Which Resources Do Students Use, and Why?Jane C Holland, Teresa PawlikowskaMedical Science Educator|August 30, 2021
Burnout and Other Types of Emotional Distress Among Medical StudentsSamuel Ofei-Dodoo, Scott E Moser, Rick Kellerman, et al.Medical Science Educator|August 30, 2021
Faculty Peer Review as a Strategy to Assure Quality in a New Team-Based Learning Curriculum-a Single Institution ExperienceStanley K Ellis, Charles M Quick, James GrahamMedical Science Educator|August 30, 2021
How to Receive Criticism: Theory and Practice from Cognitive and Cultural ApproachesSerena Y Kuang, Suzan Kamel-ElSayed, Deirdre PittsMedical Science Educator|August 30, 2021
Reviewing the Role of Instagram in Education: Can a Photo Sharing Application Deliver Benefits to Medical and Dental Anatomy Education?Naomi Katherine May Douglas, Max Scholz, Matthew Alex Myers, et al.Medical Science Educator|August 30, 2021
The Benefits of Structured Reflection in Team-Based Learning (TBL)Colin M HaleyMedical Science Educator|August 30, 2021
Participation in Active Learning Correlates to Higher Female Performance in a Pipeline Course for Underrepresented Students in MedicineChristine M Collins, Gonzalo A Carrasco, Osvaldo J LopezMedical Science Educator|August 30, 2021
Using Modified Team-Based Learning to Teach Antimicrobial Stewardship to Medical Students: One Institution's ApproachLuis Gonzaga Tulloch, Anju Relan, Jennifer Curello, et al.Medical Science Educator|August 30, 2021
Student Perceptions Regarding Group Learning Activities in a Hybrid Medical CurriculumMona Hmoud AlSheikh, Muhammad Zafar IqbalMedical Science Educator|August 30, 2021
Introducing First-Year Medical Students to Product Innovation and EntrepreneurshipOlivia C Coiado, Kashif AhmadPageof 177