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Medical Teacher|May 25, 2021
Becoming a deliberately developmental organization: Using competency based assessment data for organizational developmentBrent Thoma, Holly Caretta-Weyer, Daniel J Schumacher, et al.Medical Teacher|May 11, 2021
Twelve tips for medical students on how to maximise remote learningSagar Mittal, Victoria Lau, Katie Prior, et al.Medical Teacher|August 16, 2021
C4Tech: Virtual connections between the classrooms, clinicians, and community clinics to bridge the gap between research and practicePaige L McDonald, Gregory C Weaver, Jacqueline S Barnett, et al.Medical Teacher|May 14, 2021
Clarifying essential terminology in entrustmentDaniel J Schumacher, Olle Ten Cate, Arvin Damodaran, et al.Medical Teacher|August 4, 2021
Ottawa 2020 consensus statement for programmatic assessment - 1. Agreement on the principlesSylvia Heeneman, Lubberta H de Jong, Luke J Dawson, et al.Medical Teacher|June 2, 2020
Medical education state reform in Tajikistan: Between tradition and modernitySergey P Zavadskiy, Alevtina M YefimovaMedical Teacher|August 9, 2021
Medical education in Italy: Challenges and opportunitiesFabrizio Consorti, Giuseppe Familiari, Antonella Lotti, et al.Medical Teacher|February 3, 2023
Partners in academic endeavour: Characterising student engagement across internationally excellent medical schoolsFlávia Freitas, Kathleen E Leedham-Green, Susan F Smith, et al.Medical Teacher|March 22, 2001
Twelve tips for potential distance learnersSarah Hartley, Deborah Gill, Kate Walters, et al.Medical Teacher|March 22, 2001
Simulation and new learning technologiesS. Barry Issenberg, Michael S. Gordon, David Lee Gordon, et al.Pageof 511