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Medical Teacher|October 10, 2018
Twelve tips for clinicians dealing with uncertainty when assessing learnersI Scott, A Gingerich, K W EvaMedical Teacher|March 28, 2022
Engaging clinical examiners with structured feedback to enhance assessment practicesWai Yee Amy Wong, Karen Moni, Chris Roberts, et al.Medical Teacher|March 10, 2022
Exploring students' [pre-pandemic] use and the impact of commercial-off-the-shelf learning platforms on students' national licensing exam performance: A focused review - BEME Guide No. 72Atsusi Hirumi, Luke Horger, David M Harris, et al.Medical Teacher|May 24, 2001
AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learningR.M. HardenMedical Teacher|May 24, 2001
How to introduce incognito standardized patients into outpatient clinics of specialists in rheumatologySimone L. Gorter, Jan-Joost Rethans, Albert J.J.A. Scherpbier, et al.Medical Teacher|May 24, 2001
Evaluation of a communication skills course: cultural relevance of the patient-centred interview in a Hong Kong Chinese settingDebra NestelMedical Teacher|March 22, 2001
Task-based learning (TBL) in undergraduate medical educationIrma Virjo, Doris Holmberg-Marttila, Kari MattilaMedical Teacher|March 22, 2001
The new medical curriculum at Flinders University, South Australia: from concept to realityPaul Finucane, Terry Nicholas, David PrideauxMedical Teacher|March 22, 2001
The problem-based learning tutorial laboratory - a method for training medical teachersHannu Vanhanen, Kaisu Pitkälä, Pauli Puolakkainen, et al.Medical Teacher|May 24, 2001
Perceptions of student peer tutors in a problem-based learning programmePatricia Solomon, Jean CrowePageof 507