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The Clinical Teacher|October 26, 2021
Addressing learner anxiety via reflective practiceJonathan Y Siden, Jennifer Murphy, Meg Wolff
The Clinical Teacher|March 4, 2022
Cultural diversity and inclusion in UK medical schoolsDominique Forrest, Sherie George, Vanessa Stewart, et al.
The Clinical Teacher|December 6, 2023
From healthcare professional to degree apprenticeAlexandra Picts, Anne-Marie Russell
The Clinical Teacher|December 4, 2023
An internal medicine residency preparatory curriculum for fourth-year medical studentsKatelyn Donohue, Natalie Davis, Dara Farber, et al.
The Clinical Teacher|December 5, 2023
The new mentee: Exploring Gen Z women medical students' mentorship needs and experiencesCalandra Li, Paula Veinot, Maria Mylopoulos, et al.
The Clinical Teacher|November 23, 2023
Curating a media-linked curriculumFahad Alroumi, Raquel Belforti, Nadia Villarroel, et al.
The Clinical Teacher|November 22, 2023
An innovative programme to track and address burnout in physician traineesDeborah J Snyder, Emily P Guinee, Angela K M Lipshutz, et al.
The Clinical Teacher|November 14, 2023
Empowering medical students through collaborative writing sessionsHelena J Chapman, Bienvenido A Veras-Estévez
The Clinical Teacher|November 14, 2023
Communities of practice: A theoretical framework for undergraduate longitudinal placementsLiza Kirtchuk, Sharon Markless
The Clinical Teacher|November 16, 2023
What do you think of when you hear the word 'feedback'? A reflective thematic analysis study of interviewsReem Alansari, Pei-Wen Lim, Subha Ramani, et al.
Pageof 133