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Medical Teacher|November 21, 2022
Surgical training in the 21st century: Are we limited by training time or are we just distracted?Kate Gargan, Alice GarganMedical Teacher|May 26, 2021
The development and validation of metamotivational strategies in medical students questionnaireAli Norouzi, Dean Parmelee, Mohammad Shariati, et al.Medical Teacher|May 26, 2021
Outcomes of competency-based medical education: A taxonomy for shared languageAndrew K Hall, Daniel J Schumacher, Brent Thoma, et al.Medical Teacher|February 5, 2020
The need for longitudinal clinical reasoning teaching and assessment: Results of an international surveyAndrzej A Kononowicz, Inga Hege, Samuel Edelbring, et al.Medical Teacher|June 15, 2021
Coproducing clinical curricula in undergraduate medical education: Student and faculty experiences in longitudinal integrated clerkshipsGalina Gheihman, Dana G Callahan, Joshua Onyango, et al.Medical Teacher|December 4, 2020
Avoid 'running before we can walk' in medical education research: The importance of design and development researchJohn Sandars, Dario Cecilio-Fernandes, Rakesh Patel, et al.Medical Teacher|July 22, 2021
The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical educationKimberly D Lomis, George C Mejicano, Kelly J Caverzagie, et al.Medical Teacher|July 22, 2021
Cultivating the physician workforce: Recruiting, training, and retaining physicians to meet the needs of the populationCarol A Terregino, Julie Byerley, David D Henderson, et al.Medical Teacher|July 23, 2021
Twelve tips to center social accountability in undergraduate medical educationOliver W Fung, Yvonne YingMedical Teacher|February 19, 2008
eMed Teamwork: a self-moderating system to gather peer feedback for developing and assessing teamwork skillsChris Hughes, Susan Toohey, Gary VelanPageof 511