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Medical Teacher|April 29, 2010
Stress, personal characteristics and burnout among first postgraduate year residents: a nationwide study in TaiwanBee-Horng Lue, Hsiu-Jung Chen, Chang-Wei Wang, et al.Medical Teacher|April 29, 2010
Computer-based learning versus practical course in pre-clinical education: acceptance and knowledge retentionKlaus-Dietrich KrönckeMedical Teacher|April 29, 2010
Measuring the effects of an international health professions faculty development fellowship: the FAIMER InstituteW P Burdick, D Diserens, S R Friedman, et al.Medical Teacher|May 14, 2020
Twelve tips for teaching ophthalmology in the undergraduate curriculumNisha Chadha, Holly GoodingMedical Teacher|May 14, 2020
Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID-19Balakrishnan Ashokka, Say Yang Ong, Kwang Hui Tay, et al.Medical Teacher|April 28, 2020
Twelve tips for designing assignments that foster independence in learningChristen Rachul, Benjamin Collins, Mariam Ahmed, et al.Medical Teacher|May 21, 2020
The prospects of sitting 'end of year' open book exams in the light of COVID-19: A medical student's perspectiveChristopher G Jervis, Leo R BrownMedical Teacher|April 30, 2021
Emotional intelligence, burnout, and professional fulfillment in clinical year medical studentsCody Blanchard, Victoria Kravets, Mara Schenker, et al.Medical Teacher|July 16, 2016
A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40Yvonne Steinert, Karen Mann, Brownell Anderson, et al.Medical Teacher|July 24, 2015
Creation of a mobile rural workforce following undergraduate longitudinal rural immersionDenese E Playford, Wen Qi Ng, Tessa BurkittPageof 511