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Medical Teacher|October 25, 2021
Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 70Ciaran Grafton-Clarke, Hussein Uraiby, Morris Gordon, et al.Medical Teacher|October 25, 2021
Teaching medical students, psychiatric residents, and fellows about cognitive biases: Lunch a go-goRobert D FriedbergMedical Teacher|February 1, 2022
Impostorism and anxiety contribute to burnout among resident physiciansRachel Q Liu, Jacob Davidson, Tamara A Van Hooren, et al.Medical Teacher|February 24, 2022
Applying activity theory to undergraduate medical curriculum reform: Lessons in contradictions from multiple stakeholders' perspectivesMarcus Law, Paula Veinot, Maria Mylopoulos, et al.Medical Teacher|February 22, 2022
Twelve tips for small group teaching 2.0 - Rebooted for remote and HyFlex learningRichard Thomson, James Fisher, Yvonne SteinertMedical Teacher|April 19, 2022
Neglecting physician desires to teach at an academic medical facility: A mixed method investigation of the consequencesZachary Klinefelter, Smith Heavner, Ann Blair Kennedy, et al.Medical Teacher|July 22, 2022
A web-based review of global health programs in U.S. allopathic and osteopathic medical schoolsM K Edwards, C An, R Rohrbaugh, et al.Medical Teacher|July 12, 2022
Pre-prescribing: Creating a zone of proximal development where medical students can safely failHannah Gillespie, Helen Reid, Richard Conn, et al.Medical Teacher|July 21, 2022
Becoming a doctor-The potential of a change laboratory interventionTine Lass Klitgaard, Sofie Gjessing, Mads Skipper, et al.Pageof 506