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Medical Teacher|June 6, 2022
The impact of clinical uncertainty in the graduate medical education (GME) learning environment: A mixed-methods studyMark W Johnson, Galina Gheihman, Horatio Thomas, et al.Medical Teacher|December 6, 2022
Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical educationYusuf Yilmaz, Ming-Ka Chan, Denyse Richardson, et al.Medical Teacher|November 24, 2022
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directorsMelissa L Langhan, Diane E J Stafford, Angela L Myers, et al.Medical Teacher|January 20, 2023
Making sense of competency-based medical education (CBME) literary conversations: A BEME scoping review: BEME Guide No. 78Deena M Hamza, Karen E Hauer, Anna Oswald, et al.Medical Teacher|June 30, 2021
Investing in scholarship for health professions education: Learning from the past to move into the futureV D Nadarajah, V K E Lim, A A BabaMedical Teacher|June 21, 2021
First year medical student perceptions of physician advocacy and advocacy as a core competency: A qualitative analysisElizabeth P Griffiths, Michelle S Tong, Arianne Teherani, et al.Medical Teacher|July 5, 2021
How can we better prepare new doctors for the tasks and challenges of ward rounds?: An observational study of junior doctors' experiencesCheryl L Bell, Julia L Allan, Sarah Ross, et al.Medical Teacher|May 23, 2022
Faculty motivations for leading clinical clerkship electives: A qualitative studyLeslie Sheu, Leslie Bernal Charondo, Patricia S O'SullivanMedical Teacher|May 11, 2022
Adaptive leadership during challenging times: Effective strategies for health professions educators: AMEE Guide No. 148Judy McKimm, Subha Ramani, Kirsty Forrest, et al.Pageof 511