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Medical Teacher|June 8, 2017
Diagnosis and management of clinical reasoning difficulties: Part I. Clinical reasoning supervision and educational diagnosisMarie-Claude Audétat, Suzanne Laurin, Valérie Dory, et al.Medical Teacher|November 18, 2016
Appreciative inquiry in medical educationJohn Sandars, Deborah Murdoch-EatonMedical Teacher|November 1, 2013
Developing outcomes assessments for collaborative, cross-institutional benchmarking: progress of the Australian Medical Assessment CollaborationDaniel Edwards, David Wilkinson, Benedict J Canny, et al.Medical Teacher|July 28, 2026
From doing to being: Generative AI, workplace affordances, and professional identityMark LavercombeMedical Teacher|July 29, 2026
A core competency framework for point-of-care ultrasound education: Guidelines for curriculum developmentAditya Mohanty, Sudipta Mohanty, Joséphine A Cool, et al.Medical Teacher|December 25, 2010
Predictive validity of the Biomedical Admissions Test: an evaluation and case studyI C McManus, Eamonn Ferguson, Richard Wakeford, et al.Medical Teacher|January 1, 1989
Is it worth it? A look at the costs and benefits of an OSCE for second-year medical studentsA W Frye, B F Richards, E B Philp, et al.Medical Teacher|July 26, 2003
The clinical reasoning characteristics of diagnostic expertsMichele Groves, Peter O'Rourke, Heather AlexanderMedical 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.Pageof 511