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Medical Teacher|January 27, 2021
A prediction-based method to estimate student learning outcome: Impact of response rate and gender differences on evaluation resultsBinia-Laureen Grebener, Janina Barth, Sven Anders, et al.
Medical Teacher|November 11, 2021
Changes to objective structured clinical examinations (OSCE) at Australian medical schools in response to the COVID-19 pandemicC Heal, K D'Souza, L Hall, et al.
Medical Teacher|December 14, 2021
What stressors and energizers do PhD students in medicine identify for their work: A qualitative inquiryRashmi A Kusurkar, Ulviye Isik, Stéphanie M E van der Burgt, et al.
Medical Teacher|December 20, 2021
When theory joins practice: A design-based research approach for leader identity developmentStephanie N E Meeuwissen, Wim H Gijselaers, Angelique E de Rijk, et al.
Medical Teacher|November 24, 2021
Impact of the resident duty hours on in-training examination score: A nationwide study in JapanKazuya Nagasaki, Yuji Nishizaki, Tomohiro Shinozaki, et al.
Medical Teacher|December 3, 2021
Equity in medical education: Addressing microaggressions and discrimination on the wardsRaquel Sofia Sandoval, Spencer Dunleavy, Titilayo Afolabi, et al.
Medical Teacher|December 29, 2021
Health professions education as a discipline: Evidence based on Krishnan's frameworkDanielle Blouin
Medical Teacher|November 15, 2021
Assessment tools for reflection in healthcare learners: A scoping reviewCassandra Préfontaine, Isabelle Gaboury, Hélène Corriveau, et al.
Medical Teacher|November 22, 2021
Making accommodations for medical students' long-term conditions in assessments: An action research guided approachMike Tweed, Tim Wilkinson
Medical Teacher|November 22, 2021
Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative reviewShelley Ross, Cassandra Pirraglia, Alexandra M Aquilina, et al.
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