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Medical Teacher|September 1, 2017
How do national specialty groups develop undergraduate guidelines for medical schools, and which are successful? A systematic reviewKathrin Joanna Whitehouse, Anne Josephine Moore, Nicolas CooperMedical Teacher|October 18, 2017
How do formative objective structured clinical examinations drive learning? Analysis of residents' perceptionsDebra Pugh, Isabelle Desjardins, Kevin EvaMedical Teacher|January 1, 1989
The medi-drama as an instrument to teach doctor-patient relationshipsM J YaffeMedical Teacher|August 28, 2015
Learning, assessment and professional identity development in public health trainingAnnette WoodMedical Teacher|October 17, 2015
A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback: Exploring its applicationNienke Renting, Rijk O B Gans, Jan C C Borleffs, et al.Medical Teacher|July 26, 2017
How do clinical competency committees use different sources of data to assess residents' performance on the internal medicine milestones?A mixed methods pilot studyAndem Ekpenyong, Elizabeth Baker, Ilene Harris, et al.Medical Teacher|July 26, 2017
Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency educationSubha Ramani, Karen Könings, Karen V Mann, et al.Medical Teacher|August 1, 2017
Twelve tips to avoid ethical pitfalls when recruiting students as subjects in medical education researchElisabeth Boileau, Johane Patenaude, Christina St-OngePageof 511