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Teaching and Learning in Medicine|October 7, 2020
Hierarchy, "Kreng Jai" and Feedback: A Grounded Theory Study Exploring Perspectives of Clinical Faculty and Medical Students in ThailandRosawan S Areemit, Cynthia M Cooper, Kosin Wirasorn, et al.
Teaching and Learning in Medicine|November 24, 2020
From Grading to Assessment for Learning: A Qualitative Study of Student Perceptions Surrounding Elimination of Core Clerkship Grades and Enhanced Formative FeedbackLee Seligman, Abdikarin Abdullahi, Arianne Teherani, et al.
Teaching and Learning in Medicine|May 7, 2016
Educational Debt in the Context of Career Planning: A Qualitative Exploration of Medical Student PerceptionsJulie P Phillips, Deana M Wilbanks, Diana F Salinas, et al.
Teaching and Learning in Medicine|September 18, 2020
Facilitating Learner-Centered Transition to Residency: A Scoping Review of Programs Aimed at Intrinsic CompetenciesAliya Kassam, Leslie Nickell, Helen Pethrick, et al.
Teaching and Learning in Medicine|May 2, 2022
Writing Multiple Choice Questions-Has the Student Become the Master?Hannah Pham, Stefan Court-Kowalski, Hong Chan, et al.
Teaching and Learning in Medicine|February 6, 2016
Using Automatic Item Generation to Improve the Quality of MCQ DistractorsHollis Lai, Mark J Gierl, Claire Touchie, et al.
Teaching and Learning in Medicine|January 21, 2016
Insisting on the Healer's Art: The Implications of Required Participation in a Medical School Course on Values and HumanismMichael W Rabow, Marissa Lapedis, Anat Feingold, et al.
Teaching and Learning in Medicine|October 29, 2015
Developing Professionalism via Multisource Feedback in Team-Based LearningAmanda R Emke, Steven Cheng, Carolyn Dufault, et al.
Teaching and Learning in Medicine|January 14, 2015
A review of training research and virtual reality simulators for the da Vinci surgical systemMay Liu, Myriam Curet
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