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Medical Teacher|July 28, 2023
Junior doctors receiving supervisor and peer support are more work-engaged professionals who express their voice for quality improvementRenée A Scheepers, Aline J Boxem, Meike M J BlezerMedical Teacher|March 8, 2003
Who would become a successful Dean of Faculty of Medicine: academic or clinician or administrator?Albert Lee, Eric HoyleMedical Teacher|March 8, 2003
Passive learning: a marker for the academically at riskSandra Dolan, David B Mallott, Judy A EmeryMedical Teacher|December 12, 2002
A pilot test of WebOSCE: a system for assessing trainees' clinical skills via teleconferenceDennis H Novack, Diane Cohen, Steven J Peitzman, et al.Medical Teacher|November 27, 2002
Stability of clinical reasoning assessment results with the Script Concordance test across two different linguistic, cultural and learning environmentsLouis Sibert, Bernard Charlin, Jacques Corcos, et al.Medical Teacher|November 27, 2002
Teaching professionalism with the aid of trigger filmsRosalie Ber, Gideon AlroyMedical Teacher|November 27, 2002
Modelling the lay expert for first-year medical students: the actor-patient as teacherDebra Nestel, Elizabeth Muir, Marilyn Plant, et al.Medical Teacher|May 15, 2003
Emergency procedure skills of graduating medical doctorsVille Remes, Ilkka Sinisaari, Ari Harjula, et al.Medical Teacher|May 15, 2003
Understanding our mistakes: a primer on errors in clinical reasoningRobert R Kempainen, Mary B Migeon, Fredric M WolfPageof 511