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Medical Teacher|September 5, 2014
How we avoid patient shortage with an integrated analysis of learning objectives and clinical data during development of undergraduate medical curriculaFelix Balzer, Andreas Bietenbeck, Claudia Spies, et al.Medical Teacher|August 15, 2015
The hidden and informal curriculum across the continuum of training: A cross-sectional qualitative studyAsif Doja, M Dylan Bould, Chantalle Clarkin, et al.Medical Teacher|February 4, 2016
Twelve tips for successfully implementing logbooks in clinical trainingKatrin Schüttpelz-Brauns, Elisabeth Narciss, Claudia Schneyinck, et al.Medical Teacher|February 9, 2016
Identity formation and motivation of new faculty developers: A replication study in a resource constrained universityPatricia S O'Sullivan, Charles Mkony, Jessica Beard, et al.Medical Teacher|August 27, 2017
Medical migration: A qualitative exploration of the atypical path of Japanese international medical graduatesBrian S Heist, Haruka Matsubara TorokMedical Teacher|August 29, 2017
Twelve tips for the recruitment and retention of general practitioners as teachers of medical studentsHugh Alberti, Jane AtkinsonMedical Teacher|August 30, 2017
Utility of selection methods for specialist medical training: A BEME (best evidence medical education) systematic review: BEME guide no. 45Chris Roberts, Priya Khanna, Louise Rigby, et al.Medical Teacher|July 28, 2017
Empathy training in medical students - a randomized controlled trialM Wündrich, C Schwartz, B Feige, et al.Medical Teacher|August 4, 2017
The foundations of measurement and assessment in medical educationMohsen Tavakol, Reg DennickMedical Teacher|June 2, 2016
The multiple mini-interviews as a predictor of peer evaluations during clinical training in medical schoolAviel Hadad, Naomi Gafni, Avital Moshinsky, et al.Pageof 506