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Medical Teacher|April 16, 2024
How does guided group reflection work to support professional identity formation in postgraduate medical education: A scoping reviewFrederieke van Oorschot, Marianne Brouwers, Jean Muris, et al.
Medical Teacher|April 16, 2024
Twelve tips for using rapid research methods in health professions educationJohn Sandars, Jeremy Brown
Medical Teacher|April 30, 2024
Physical and biophysical markers of assessment in medical training: A scoping review of the literatureDanielle T Miller, Sarah Michael, Colin Bell, et al.
Medical Teacher|December 15, 2023
Front row seat: The role MMI assessors play in widening access to medical schoolCarolyn M Melro, Rachael Pack, Anna MacLeod, et al.
Medical Teacher|December 25, 2023
Learning strategies for the advanced trainee in specialist trainingKim Ekelund, Martin Grønnebæk Tolsgaard, Rikke Vita Borre Jacobsen, et al.
Medical Teacher|December 19, 2023
Online medical student OSCE examinations during the first three years of the COVID-19 pandemic compared to three years pre-pandemic: An Australian experience in psychiatry and addiction medicineFiona A Wilkes, Jeffrey C L Looi, Paul A Maguire, et al.
Medical Teacher|December 18, 2023
Structure and quality of bedside teaching: A videographic analysisAnna-Lena Blaschke, Alexander Hapfelmeier, Hannah P K Rubisch, et al.
Medical Teacher|December 29, 2023
Peer assessment in medical communication skills training in programmatic assessment: A qualitative study examining faculty and student perceptionsM C Dohms, A Rocha, E Rasenberg, et al.
Medical Teacher|April 30, 2015
Money makes the (medical assessment) world go round: The cost of components of a summative final year Objective Structured Clinical Examination (OSCE)Craig Brown, Sarah Ross, Jennifer Cleland, et al.
Medical Teacher|January 16, 2024
A checklist for reporting, reading and evaluating Artificial Intelligence Technology Enhanced Learning (AITEL) research in medical educationKen Masters, Daniel Salcedo
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