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Medical Teacher|September 16, 2016
Comparison of recommended sanctions for lapses in professionalism of undergraduate medical students in a Saudi Arabian and a Scottish medical schoolKamran Sattar, Sue RoffMedical Teacher|May 8, 2019
Does empathy change during undergraduate medical education? - A meta-analysisVasiliki Spatoula, Efharis Panagopoulou, Anthony MontgomeryMedical Teacher|May 22, 2021
On the validity of summative entrustment decisionsClaire Touchie, Benjamin Kinnear, Daniel Schumacher, et al.Medical Teacher|June 13, 2026
Strengthening teachers' dual role in self-regulated learning during diagnostic reasoning supervisionLorena Isbej, Dominique Waterval, Javiera Fuentes-Cimma, et al.Medical Teacher|June 17, 2026
Burnout, resilience, and the cost of learning in medical students: A scoping review informed by professional identity formation theorySuzanne Pei Lin Goh, Priyadarshini A, Le Xuan Shannon Tan, et al.Medical Teacher|July 21, 2023
To leave no one behind in complex systems of health and educationJanusz Janczukowicz, Pascale GoreuxMedical Teacher|June 29, 2023
A patient-centered approach to learning social determinants of health for first year medical studentsStephanie Berger, Caroline HaradaMedical Teacher|June 28, 2023
Medical improvisation-based motivational interviewing for internal medicine residents: Mixed-methods evaluation of a novel courseCarolyn A Chan, Peyton Cabaniss, Kenneth L Morford, et al.Medical Teacher|August 4, 2023
Twelve tips to aid interpretation of post-assessment psychometric reportsMohsen Tavakol, David G O'Brien, Claire C Sharpe, et al.Medical Teacher|July 24, 2023
Depression among Brazilian medical students exposed to remote learning and the role of scopophobiaMateus Sudário Alencar, Marcos Kubrusly, Bianca Oriá Almada de Aquino, et al.Pageof 510