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Medical Teacher|October 30, 2012
Senior medical students as peer examiners in an OSCEAnnette Burgess, Tyler Clark, Renata Chapman, et al.Medical Teacher|November 1, 2012
The design and utility of institutional teaching awards: a literature reviewKathryn N Huggett, Ruth B Greenberg, Deepa Rao, et al.Medical Teacher|February 21, 2015
A model of engagement in reflective writing-based portfolios: Interactions between points of vulnerability and acts of adaptabilityShannon Arntfield, Brittney Parlett, Christine N Meston, et al.Medical Teacher|June 18, 2014
Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical educationTim Shaw, Stewart Barnet, Deborah Mcgregor, et al.Medical Teacher|February 17, 2015
Reliability and validity of an extended clinical examinationG A M Bouwmans, E Denessen, A M Hettinga, et al.Medical Teacher|February 17, 2015
Do anaesthetists believe their teaching is evidence-based?Damian J Castanelli, Natalie A Smith, Craig L F NoonanMedical Teacher|February 17, 2015
How do postgraduate qualifications in medical education impact on health professionals?Ahsan Sethi, Susie Schofield, Rola Ajjawi, et al.Medical Teacher|July 30, 2020
Breathing life into bedside teaching in the era of COVID-19Marjel van Dam, Subha Ramani, Olle Ten CateMedical Teacher|August 4, 2020
Education for sustainable healthcare: A transdisciplinary approach to transversal environmental threatsNayna Schwerdtle, Graeme Horton, Fiona Kent, et al.Medical Teacher|March 25, 2015
Developing a generic model for total quality management in higher education in Saudi ArabiaAhmad I Al-Shafei, Khalid Bin Abdulrahman, Khalid I Al-Qumaizi, et al.Pageof 506