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Medical Teacher|August 18, 2020
Traveling by winding roads or highways: Stability of medical students' specialty preferences over timeSophie J Querido, Lode Wigersma, Olle Ten CateMedical Teacher|April 10, 2021
Twelve tips for conducting team-based learning session online in synchronous settingAlam Sher Malik, Rukhsana Hussain MalikMedical Teacher|April 21, 2021
Twelve tips for applying Moore's Theory of Transactional Distance to optimize online teachingVictoria A Roach, Stefanie M AttardiMedical Teacher|April 20, 2021
Twelve tips to enhance student engagement in synchronous online teaching and learningRehan Ahmed Khan, Komal Atta, Madiha Sajjad, et al.Medical Teacher|October 10, 2012
Selection of student-selected component [SSCs] modules across the medical undergraduate curriculum: relationship with motivational factorsColm M P O'Tuathaigh, Eileen Duggan, Ali S Khashan, et al.Medical Teacher|October 24, 2012
Mapping a curriculum database to the USMLE Step 1 content outlineJack Dexter, Gail Koshland, Amy Waer, et al.Medical Teacher|October 24, 2012
Virtually present: the perceived impact of remote facilitation on small group learningRobyn Davies, Euson Yeung, Brenda Mori, et al.Medical Teacher|August 15, 2025
Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysisHyorim Ha, Hae Won KimMedical Teacher|August 7, 2025
Qualitative research interviews for health professions education: AMEE Guide No. 185Renate Kahlke, Bridget C O'Brien, Lara VarpioMedical Teacher|August 6, 2025
Is competency-based medical education sustainable? A pilot study on well-being impactsNoa A Birman, Dana R Vashdi, Rotem Miller-Mor Atias, et al.Pageof 511