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Medical Teacher|March 30, 2012
The multiple mini-interview in the U.K. context: 3 years of experience at DundeeJon Dowell, Bonnie Lynch, Hettie Till, et al.Medical Teacher|March 30, 2012
What do we do? Practices and learning strategies of medical education leadersSusan Lieff, Mathieu AlbertMedical Teacher|March 30, 2012
Evaluating clinical teachers with the Maastricht clinical teaching questionnaire: how much 'teacher' is in student ratings?Tobias B B Boerboom, Tim Mainhard, Diana H J M Dolmans, et al.Medical Teacher|March 30, 2012
Teaching about medically unexplained symptoms at medical schools in the United KingdomMary Howman, Kate Walters, Joe Rosenthal, et al.Medical Teacher|March 30, 2012
The development of the CoRE-Values framework as an aid to ethical decision-makingHelen M MansonMedical Teacher|March 30, 2012
The audience response system and knowledge gain: a prospective studyAlexandra M Tregonning, Dorota A Doherty, Janet Hornbuckle, et al.Medical Teacher|March 23, 2012
Global health training starts at home: a unique US-based global health clinical elective for residentsRamin Asgary, Joan Price, Jonathan RippMedical Teacher|October 26, 2011
An assessment of US physicians' training in religion, spirituality, and medicineKenneth A Rasinski, Youssef G Kalad, John D Yoon, et al.Medical Teacher|October 26, 2011
Peer group reflection helps clinical teachers to critically reflect on their teachingTobias B B Boerboom, Debbie Jaarsma, Diana H J M Dolmans, et al.Pageof 507