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Medical Teacher|July 11, 2022
R.E.A.C.T: A framework for role modeling anti-racism in the clinical learning environmentCarla Boutin-FosterMedical Teacher|January 9, 2023
The process of harmonizing competency-based curricula for medicine and nursing degree programmes: A Multi-institutional and multi-professional experience from TanzaniaDoreen Mloka, Edith Tarimo, Lillian Mselle, et al.Medical Teacher|June 2, 2022
Using item response theory to appraise key feature examinations for clinical reasoningSimon Zegota, Tim Becker, York Hagmayer, et al.Medical Teacher|June 28, 2022
The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluationAmy M Sullivan, Edward Krupat, Jules L Dienstag, et al.Medical Teacher|November 30, 2022
Profiling students via clustering in a flipped clinical skills course using learning analyticsAlper Bayazit, Hale Ilgaz, İpek Gönüllü, et al.Medical Teacher|October 11, 2021
Spoken propositional idea density, a measure to help second language English speaking students: A multicentre cohort studyAndrew M Lunn, Daniel Matthias Bürkle, Rebecca Ward, et al.Medical Teacher|April 7, 2022
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149Francisco M Olmos-Vega, Renée E Stalmeijer, Lara Varpio, et al.Medical Teacher|April 11, 2022
Benefits of implementing student-led review and mock examinations in the medical undergraduate gross anatomy curriculumKatsiaryna Khatskevich, Sage T Hewitt, Chang-Woo Jang, et al.Medical Teacher|April 29, 2022
Team-based learning (TBL): Each phase matters! An empirical study to explore the importance of each phase of TBLLinda Roossien, Tobias B B Boerboom, Gerard W G Spaai, et al.Medical Teacher|April 18, 2022
Learning, judgement and workforce tensions impact failure to fail in a medical postgraduate setting: A supervisor perspectiveMichele Daly, Gillian Lucas, Tim J WilkinsonPageof 505