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Medical Teacher|December 22, 2021
Interim Foundation Year One (FiY1) and preparedness for foundation year 1: A national survey of UK foundation doctorsConnor J S Moore, Natalie S Blencowe, Linda Hollén, et al.Medical Teacher|November 29, 2021
Co-creating scholarship through collaborative writing in health professions education: AMEE Guide No. 143Subha Ramani, Judy McKimm, Kirsty Forrest, et al.Medical Teacher|January 20, 2022
Effect of race, gender identity, and their intersection on career satisfaction: A cross-sectional survey of academic physiciansReena Pattani, Karen E A Burns, Edmund Lorens, et al.Medical Teacher|November 25, 2021
A peer-led mock OSCE improves student confidence for summative OSCE assessments in a traditional medical courseDarryl Alexander Braier-Lorimer, Hannah Warren-MiellMedical Teacher|December 9, 2021
Twelve tips for using tactical decision games to teach non-technical skillsScott Clarke, Janet Skinner, Iain Drummond, et al.Medical Teacher|October 14, 2022
Student engagement in organising extracurricular activities: Does it matter to academic achievement?Surachai Leksuwankun, Yodying Dangprapai, Danai WangsaturakaMedical Teacher|October 29, 2022
An on-call escape room: Escaping the monotony of a didactic induction for doctorsAngela Lam, Frances Rogerson, Rachel Emery, et al.Medical Teacher|October 29, 2022
Do medical students with a disability experience adverse educational outcomes on UK medical courses?Kirsten Revell, Helen NolanMedical Teacher|October 26, 2022
Exploration of students' reaction in medical error events and the impact of personalized training on the speaking-up behavior in medical error eventsYi-Chun Chen, S Barry Issenberg, Yu-Jui Chiu, et al.Medical Teacher|October 6, 2022
Ophthalmology teaching in Australian medical schools: A national surveyTabitha M Scott, Tony Succar, Constantinos PetsoglouPageof 506