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Medical Teacher|April 4, 2023
Evaluating the effectiveness of online Continuing medical education during the COVID-19 pandemicAndrew Jang, Me-Riong Kim, Seung Min Kathy Lee, et al.Medical Teacher|March 29, 2021
Learning by concordance (LbC) to develop professional reasoning skills: AMEE Guide No. 141Bernard Charlin, Marie-France Deschênes, Nicolas FernandezMedical Teacher|March 18, 2015
Twelve tips for maximizing the effectiveness of game-based learningMichael B Pitt, Emily C Borman-Shoap, Walter J EppichMedical Teacher|March 19, 2015
Evaluating technology-enhanced learning: A comprehensive frameworkDavid A Cook, Rachel H EllawayMedical Teacher|March 19, 2015
Improving assessment practice through cross-institutional collaboration: An exercise on the use of OSCEsBunmi Sherifat Malau-Aduli, Peta-Ann Teague, Richard Turner, et al.Medical Teacher|August 16, 2020
Culture transformation by stealth: Leveraging incremental change to revamp the curriculumHugh A Stoddard, Erica D BrownfieldMedical Teacher|August 5, 2020
Understanding and developing procedures for video-based assessment in medical educationPeter Yeates, Alice Moult, Janet Lefroy, et al.Medical Teacher|April 8, 2021
Twelve tips for surgeons to maximise medical student learning in the operating theatreAgra Dilshani Hunukumbure, Kathleen E Leedham-Green, Abirami Rajamanoharan, et al.Medical Teacher|September 11, 2012
Beyond the ward and waiting room: a community-based non-clinical placement programme for Australian medical studentsJohn GoodallMedical Teacher|September 13, 2012
Bologna in Medicine Anno 2012: experiences of European medical schools that implemented a Bologna two-cycle curriculum--an AMEE-MEDINE2 surveyMadalena Patricio, Claire de Burbure, Manuel João Costa, et al.Pageof 506