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Medical Teacher|July 15, 2014
A process oriented approach to promoting collaborative practice: Incorporating complexity methodsP Solomon, C RisdonMedical Teacher|July 30, 2014
Using focus groups in medical education research: AMEE Guide No. 91Renée E Stalmeijer, Nancy Mcnaughton, Walther N K A Van MookMedical Teacher|July 30, 2014
Faculty development on professionalism and medical ethics: the design, development and implementation of Objective Structured Teaching Exercises (OSTEs)Wei-Hsin Lu, Elza Mylona, Susan Lane, et al.Medical Teacher|July 30, 2014
Medical school accreditation in China: a Sino-Australian collaborationLaurie Geffen, Boji Cheng, Michael Field, et al.Medical Teacher|July 30, 2014
Teaching behaviors that define highest rated attending physicians: a study of the resident perspectiveNidhi G Huff, Brita Roy, Carlos A Estrada, et al.Medical Teacher|July 30, 2014
Sustained impact of short-term international medical mission trips: resident perspectivesMegan T Vu, Teresa R Johnson, Rebecca Francois, et al.Medical Teacher|July 24, 2014
4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93Mieke Vandewaetere, Dominique Manhaeve, Bert Aertgeerts, et al.Medical Teacher|November 8, 2013
Automatic scoring of medical students' clinical notes to monitor learning in the workplaceAnderson Spickard, Heather Ridinger, Jesse Wrenn, et al.Medical Teacher|December 4, 2013
Problem-based learning (PBL): getting the most out of your students - their roles and responsibilities: AMEE Guide No. 84Emily Bate, Juliette Hommes, Robbert Duvivier, et al.Medical Teacher|August 27, 2013
Written feedback and continuity of learning in a geographically distributed medical education programPam Harvey, Natalie Radomski, Dennis O'ConnorPageof 506