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Medical Teacher|September 27, 2016
Twelve tips for applying the science of learning to health professions educationH C Gooding, K Mann, E ArmstrongMedical Teacher|July 8, 2017
Twelve tips for delivering successful interprofessional case conferencesBridget C O'Brien, Shalini R Patel, Meg Pearson, et al.Medical Teacher|April 25, 2018
Gaining an advantage by sitting an OSCE after your peers: A retrospective studyAsim Ghouri, Charles Boachie, Suzanne McDowall, et al.Medical Teacher|April 25, 2018
A novel workplace-based assessment for competency-based decisions and learner feedbackPatricia J Hicks, Melissa J Margolis, Carol L Carraccio, et al.Medical Teacher|June 19, 2018
Study habits and academic achievement among medical students: A comparison between male and female subjectsSaad S Alzahrani, Yoon Soo Park, Ara TekianMedical Teacher|April 26, 2017
Exploring the role of classroom-based learning in professional identity formation of family practice residents using the experiences, trajectories, and reifications frameworkLuke Y C Chen, Maria M HubinetteMedical Teacher|April 26, 2017
A case-based medical curriculum for the 21st century: The use of innovative approaches in designing and developing a case on mental healthAthanasios Hassoulas, Elizabeth Forty, Mathew Hoskins, et al.Medical Teacher|June 20, 2019
International medical graduates and general practice training: How do educational leaders facilitate the transition from new migrant to local family doctor?Susan M Wearne, James B Brown, Catherine Kirby, et al.Medical Teacher|July 4, 2018
Undergraduate education in anaesthesia, intensive care, pain, and perioperative medicine: The development of a national curriculum frameworkAndrew Smith, Christopher Carey, Jonathan Sadler, et al.Medical Teacher|June 29, 2018
A validity argument for progress testing: Examining the relation between growth trajectories obtained by progress tests and national licensing examinations using a latent growth curve approachYassin Karay, Stefan K SchauberPageof 507