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Medical Teacher|June 17, 2021
Early career doctors' experiences of psychiatry placements: A qualitative studyJigna Stott, Jack Haywood, Paul CramptonMedical Teacher|May 31, 2021
Twelve tips to manage a breaking bad news process: Using S-P-w-ICE-S - A revised version of the SPIKES protocolDafna Meitar, Orit Karnieli-MillerMedical Teacher|August 29, 2020
How sure can we be that a student really failed? On the measurement precision of individual pass-fail decisions from the perspective of Item Response TheoryStefan K Schauber, Martin HechtMedical Teacher|September 25, 2020
What resources do clinical competency committees (CCCs) require to do their work? A pilot study comparing CCCs across specialtiesAndem Ekpenyong, Kimberly BeckerMedical Teacher|September 29, 2020
Healthcare support worker assistantships should form a mandatory part of medical school curricula: A perspective from UK medical studentsSamuel Cowley, Gemma WhiteMedical Teacher|November 2, 2020
Appraising the use of smartphones and apps when conducting qualitative medical education research: AMEE Guide No. 130Anique Atherley, Wendy Hu, Pim W Teunissen, et al.Medical Teacher|December 7, 2020
How to conduct cost and value analyses in health professions education: AMEE Guide No. 139Jonathan Foo, David A Cook, Martin Tolsgaard, et al.Medical Teacher|December 7, 2020
Medical education in Greece: Necessary reforms need to be re-consideredIlir I Cinoku, Evangelia Zampeli, Haralampos M MoutsopoulosMedical Teacher|September 28, 2022
Evaluating education innovations rapidly with build-measure-learn: Applying lean startup to health professions educationDavid A Cook, Abhishek Bikkani, M Jeannie Poterucha CarterMedical Teacher|January 26, 2021
An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64Michelle Daniel, Morris Gordon, Madalena Patricio, et al.Pageof 506