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The Clinical Teacher|October 8, 2020
Interprofessional Education on Complementary and Integrative MedicineAngelika Homberg, Beate Stock-SchröerThe Clinical Teacher|October 9, 2020
Empathy maps in communication skills trainingPatrick Cairns, India Pinker, Andrew Ward, et al.The Clinical Teacher|July 9, 2021
PLUS Framework: guidance for practice educatorsKarina Dancza, Jodie Copley, Monica MoranThe Clinical Teacher|June 1, 2022
Perspectives of internal medicine residents on approaching serious illness conversationsAndrew J Lawton, Alla Eldam, James A Tulsky, et al.The Clinical Teacher|September 17, 2016
Becoming 'ward smart' medical studentsBeth Walker, Deirdre Wallace, Zaheer Mangera, et al.The Clinical Teacher|June 15, 2017
Empowering trainees to promote professionalismLita Aeder, Lisa Altshuler, Elizabeth Kachur, et al.The Clinical Teacher|October 20, 2021
Training junior doctors to lead rapid responsesEmily Cetrone, Hallie Rozansky, Subha RamaniThe Clinical Teacher|October 20, 2021
Enhancing the inpatient ward learning environment: A practical guideAdam Nicholas Carter, Albert Gifford, Amy Victoria Lyons, et al.The Clinical Teacher|February 10, 2022
The impact of COVID-19 on professional identityJessica N Byram, Richard M Frankel, J Harry Isaacson, et al.The Clinical Teacher|February 17, 2022
Detached or devotee? Medical students and researchJames Fisher, Charlotte RothwellPageof 133