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Medical Teacher|November 10, 2012
Do trainees value feedback in case-based discussion assessments?Fulya Mehta, Jeremy Brown, N J ShawMedical Teacher|November 13, 2012
Generalizability theory for the perplexed: a practical introduction and guide: AMEE Guide No. 68Ralph Bloch, Geoffrey NormanMedical Teacher|November 14, 2012
Academic dishonesty and ethical reasoning: pharmacy and medical school students in New ZealandMarcus A Henning, Sanya Ram, Phillipa Malpas, et al.Medical Teacher|November 16, 2012
A critical examination of the time and workload involved in the design and delivery of an e-module in postgraduate clinical educationLaura DelgatyMedical Teacher|October 9, 2012
Conceptual framework for performance assessment: competency, competence and performance in the context of assessments in healthcare--deciphering the terminologyKamran Khan, Sankaranarayanan RamachandranMedical Teacher|October 9, 2012
Mini-CEX as a workplace-based assessment tool for interns in an emergency department--does cost outweigh value?Victoria Brazil, Leanne Ratcliffe, Jianzhen Zhang, et al.Medical Teacher|November 12, 2022
Virtual interviewing for graduate medical education recruitment and selection: A BEME systematic review: BEME Guide No. 80Michelle Daniel, Michael Gottlieb, Darcy Wooten, et al.Medical Teacher|August 30, 2021
Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnographyGeorge Choa, Zakia Arfeen, See Chai Carol Chan, et al.Medical Teacher|August 30, 2021
Silver linings: A thematic analysis of case studies describing advances in health professions education during the COVID-19 pandemicDeborah Erlich, Elizabeth Armstrong, Holly GoodingMedical Teacher|August 8, 2022
Implementation of three knowledge-oriented instructional strategies to teach clinical reasoning: Self-explanation, a concept mapping exercise, and deliberate reflection: AMEE Guide No. 150Dario Torre, Martine Chamberland, Silvia MamedePageof 506