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Medical Teacher|October 15, 2014
How we use patient encounter data for reflective learning in family medicine trainingSimon Morgan, Kim Henderson, Amanda Tapley, et al.Medical Teacher|January 17, 2020
Embodied aspects of learning to be a surgeonAmanda B Cooper, Elizabeth J TisdellMedical Teacher|November 6, 2020
Supporting a teacher identity in health professions education: AMEE Guide No. 132Thea van Lankveld, Harish Thampy, Peter Cantillon, et al.Medical Teacher|September 9, 2020
Moving IPE from being 'worthy' to 'required' in health professional curriculum: Is good governance the missing part?Carole Steketee, Maree O'KeefeMedical Teacher|November 12, 2020
The cognitive load of the in-class phase of a flipped classroom course on radiology: Could computer support be of help?Bas de Leng, Friedrich PawelkaMedical Teacher|November 3, 2020
Guiding principles for undergraduate medical education in the time of the COVID-19 pandemicDavid Muller, Valerie Parkas, Jonathan Amiel, et al.Medical Teacher|November 17, 2020
National inter-rater agreement of standardised simulated-patient-based assessmentsAmir H Sam, Michael D Reid, Viral Thakerar, et al.Medical Teacher|February 5, 2020
Students as catalysts for curricular innovation: A change management frameworkJesse Burk-Rafel, Kevin B Harris, Jacqueline Heath, et al.Medical Teacher|February 7, 2020
What works best in a general practice specific OSCE for medical students: Mini-CEX or content-related checklists?Patrick Giemsa, Clara Wübbolding, Martin R Fischer, et al.Medical Teacher|February 15, 2019
Examining the clinical learning environment through the architectural avenueJonas Nordquist, Ming-Ka Chan, Jerry Maniate, et al.Pageof 506