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Medical Teacher|July 14, 2020
Twelve tips for embedding assessment for and as learning practices in a programmatic assessment systemAubrie Swan Sein, Hanin Rashid, Jennifer Meka, et al.Medical Teacher|July 1, 2020
Differences between medical school and PGY1 learning outcomes: An explanation for new graduates not being "work ready"?Pete M Ellis, Tim J Wilkinson, Wendy C-Y HuMedical Teacher|July 25, 2020
Applying a social theory of learning to explain the possible impacts of continuing professional development (CPD) programsLouise M Allen, Margaret Hay, Elizabeth Armstrong, et al.Medical Teacher|July 25, 2020
Why use indicators to measure and monitor the inclusion of climate change and environmental sustainability in health professions' education?Diana Lynne Madden, Michelle McLean, Meagan Brennan, et al.Medical Teacher|August 18, 2020
Perfectionism as a mediator of psychological distress: Implications for addressing underlying vulnerabilities to the mental health of medical studentsDiann S Eley, Vikas Bansal, Janni LeungMedical Teacher|April 15, 2021
Twelve tips for medical students to enhance clinical skills learning during disrupted placementsJai Prashar, Chavini Ranasinghe, Chirag Bussa RaoMedical Teacher|April 22, 2021
Twelve tips for fostering the next generation of medical teachersCharlotte R den Bakker, Renée A Hendriks, Mirjam Houtlosser, et al.Medical Teacher|April 12, 2021
Predicting failure before it happens: A 5-year, 1042 participant prospective studyAvril Dewar, David Hope, Alan Jaap, et al.Medical Teacher|April 7, 2021
Redefining scholarship for health professions education: AMEE Guide No. 142Jennifer A Cleland, Susan Jamieson, Rashmi A Kusurkar, et al.Medical Teacher|May 19, 2023
Twelve tips for developing active bystander intervention training for medical studentsDebbie Aitken, Heen Shamaz, Abha Panchdhari, et al.Pageof 506