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Medical Teacher|August 9, 2022
'Next steps are…': An exploration of coaching and feedback language in EPA assessment commentsLeora Branfield Day, James Rassos, Maxime Billick, et al.Medical Teacher|August 1, 2022
Situated learning in community environments (SLICE): Systems design of an immersive and integrated curriculum for community-based learningLinda Taoube, Priya Khanna, Carl Schneider, et al.Medical Teacher|March 17, 2023
Clinical support during COVID-19: An opportunity for service and learning? A cross-sectional survey of UK medical studentsMatthew H V Byrne, Laith Alexander, Jonathan C M Wan, et al.Medical Teacher|March 24, 2023
Sources of funding for research articles in medical education journals from 1999 to 2019Douglas G J McKechnie, Nader Al-Shakarchi, Sean A Tackett, et al.Medical Teacher|March 27, 2023
Autonomy lessons: Tips and tricks for building self-determination through the lens of a first time principal investigatorSarah-Ann Keyes, Aimee GardnerMedical Teacher|May 6, 2021
Initiation of student participation in practice: An audio diary study of international clinical placementsMiriam H Wijbenga, Pim W Teunissen, Stephan P J Ramaekers, et al.Medical Teacher|June 17, 2020
An international study on teachers' conceptions of learning and teaching and corresponding teacher profilesJohanna C G Jacobs, Janneke Wilschut, Cees van der Vleuten, et al.Medical Teacher|May 23, 2020
How we make choices and sacrifices in medical education during the COVID-19 pandemicMartin Grønnebæk Tolsgaard, Jennifer Cleland, Tim Wilkinson, et al.Medical Teacher|May 26, 2020
Training disrupted: Practical tips for supporting competency-based medical education during the COVID-19 pandemicAndrew K Hall, Markku T Nousiainen, Paolo Campisi, et al.Medical Teacher|August 4, 2021
Who do I think you are? The guessing game ice breaker: Building communityKerry Knickle, Nancy McNaughtonPageof 506