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Medical Teacher|December 1, 2017
Factors influencing the educational impact of Mini-CEX and DOPS: A qualitative synthesisAndrea C Lörwald, Felicitas-Maria Lahner, Robert Greif, et al.
Medical Teacher|September 21, 2017
Qualitative and quantitative feedback in the context of competency-based educationAra Tekian, Christopher J Watling, Trudie E Roberts, et al.
Medical Teacher|September 23, 2017
The effectiveness of sequencing virtual patients with lectures in a deductive or inductive learning approachHesham Fathi Marei, Jeroen Donkers, Mohamed Mostafa Al-Eraky, et al.
Medical Teacher|May 6, 2016
A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39Scott Reeves, Simon Fletcher, Hugh Barr, et al.
Medical Teacher|November 26, 2020
Student curriculum review team, 8 years later: Where we stand and opportunities for growthPriyanka Kumar, Christina M Pickering, Lyla Atta, et al.
Medical Teacher|September 4, 2020
Factors associated with the entry to general practice training: A multicentre studyPoompong Sripa, Isaraporn Thepwongsa, Radhakrishnan Muthukumar
Medical Teacher|November 6, 2020
Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138Karen D Könings, Serge Mordang, Frank Smeenk, et al.
Medical Teacher|November 9, 2020
What makes a model prescriber? A documentary analysisUsmaan Omer, Martin Veysey, Paul Crampton, et al.
Medical Teacher|October 26, 2020
Developing a community of practice for quality assurance within healthcare assessmentShannon L Saad, Cassandra E Richmond, Karina Jones, et al.
Medical Teacher|November 10, 2020
The recommended description of an entrustable professional activity: AMEE Guide No. 140Olle Ten Cate, David R Taylor
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