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Medical Teacher|November 12, 2021
Developing entrustable professional activities for university teachers in the health professionsLisette van Bruggen, Esther E van Dijk, Marieke van der Schaaf, et al.Medical Teacher|January 10, 2022
Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical examsAlexandra Makrides, Peter YeatesMedical Teacher|November 22, 2021
Competency-based medical education across the continuum: How well aligned are medical school EPAs to residency milestones?Michael S Ryan, William Iobst, Eric S Holmboe, et al.Medical Teacher|December 3, 2021
Analysis of physical learning spaces in a university hospital: A case studyAndrea R Flores-Sánchez, Carlos Gutiérrez-Cirlos, Melchor Sánchez-MendiolaMedical Teacher|July 27, 2019
A review of the factors related to burnout at the early-career stage of medicineThripura Samyuktha Hariharan, Barbara GriffinMedical Teacher|February 16, 2021
What faculty write versus what students see? Perspectives on multiple-choice questions using Bloom's taxonomySeetha U Monrad, Nikki L Bibler Zaidi, Karri L Grob, et al.Medical Teacher|February 8, 2021
Twelve tips for clinical teaching with telemedicine visitsAlexandra Hovaguimian, Ashwini Joshi, Sarah Onorato, et al.Medical Teacher|February 8, 2021
Incorporating aspects of programmatic assessment into examinations: Aggregating rich information to inform decision-makingJacob Pearce, Katharine Reid, Neville Chiavaroli, et al.Medical Teacher|February 8, 2021
A SWOT analysis of Italian medical curricular adaptations to the COVID-19 pandemic: A nationwide survey of medical school leadersFabrizio Consorti, Steven L Kanter, Stefania Basili, et al.Medical Teacher|January 26, 2021
Making sense of design thinking: A primer for medical teachersMichael J MadsonPageof 507