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Medical Teacher|July 27, 2024
Trauma-informed precepting: A novel curriculum for faculty developmentTaylor Brown, Allison Fialkowski, Sadie Elisseou, et al.Medical Teacher|July 8, 2024
Formative peer evaluation instrument for a team-based learning course: Content and construct validityKyle A Robertson, David J Gunderman, Jessica N ByramMedical Teacher|August 7, 2024
An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171Joke Fleer, Margreet J Smit, Hedwig J Boer, et al.Medical Teacher|August 1, 2024
Integration of behavioral, social, and humanities sciences into healthcare and education and their alignment with medical education programsMehmet Ali Gülpınar, Özlem TanrıöverMedical Teacher|August 18, 2024
Reimagining faculty development: A paradigm shift from content to transformative learning processesBalakrishnan Kichu R Nair, Jane Bleasel, Felista Mwangi, et al.Medical Teacher|June 24, 2024
Lesbian, gay, bisexual, transgender, and queer health-related educational experiences in undergraduate medical curricula among Thai medical schools (LEAD-IN)Bentawich Surasartpisal, Kanokwan Tharawan, Kaittiyos Kuldejchaichan, et al.Medical Teacher|November 2, 2023
Twelve tips for integrating medical students into specialty clinicsBeatrix Thompson, Katherine BragMedical Teacher|November 15, 2023
Twelve tips for having more meaningful conversations with medical students on specialty career choiceJanneke Z Muyselaar-Jellema, Sophie J QueridoMedical Teacher|October 26, 2023
Advancing primary care: Doctoral program for physician associates and nurse practitionersKenneth Botelho, James MyersMedical Teacher|March 21, 2024
Interprofessional education for healthcare professionals. A BEME realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education: BEME Guide No. 83Demi Krystallidou, Maria J Kersbergen, Esther de Groot, et al.Pageof 506