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Medical Teacher|July 22, 2026
"…nobody ever talked about it again" - Residents perceptions on failure to rescueMarise S Kamber, Adisa Poljo, Meret Appel, et al.Medical Teacher|August 7, 2026
Should we prioritize knowledge gain or process improvement when teaching diagnostic reasoning? Insights from how medical students engage with deliberate reflectionTimothy Frewin, Bizath Taqui Ali, Ian Scott, et al.Medical Teacher|August 22, 2026
Twelve tips for educators supporting learner-centered AI integration in undergraduate medical educationDiego F Niño, Ken Masters, Rakesh Patel, et al.Medical Teacher|August 5, 2026
A structured deliberation framework for Clinical Competency Committees: A simulation-based studyJeng-Wen Chen, Shih-Tsang Lin, Wei-Chung Hsu, et al.Medical Teacher|August 25, 2026
Two-point regression standard setting, improving discrimination at both ends of the grading scale in OSCEsAndrew M Lunn, Christopher J Harrison, John C McLachlanMedical Teacher|January 5, 2026
Variables impacting the likelihood of successful remediation during residency trainingAleksandra Mineyko, Lea Harper, Erin Weir, et al.Medical Teacher|October 26, 2022
EPMO: A novel medical student assessment tool that integrates entrustable professional activities, prime, and the modified Ottawa coactivity scaleMatthew R Imm, Gauri Agarwal, Chi Zhang, et al.Medical Teacher|October 28, 2022
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validityJohan Renes, Cees P M van der Vleuten, Carlos F CollaresMedical Teacher|October 28, 2022
Learning techniques that medical students use for long-term retention: A cross-sectional analysisAmaia Urrizola, Raúl Santiago, Leire ArbeaMedical Teacher|October 28, 2022
Investigating feedback orientation in medical learnersLynnea M Mills, Patricia S O'Sullivan, Olle Ten Cate, et al.Pageof 506