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The Clinical Teacher|July 17, 2018
How to… get started with theory in educationJenny Johnston, Deirdre Bennett, Anu KajamaaThe Clinical Teacher|September 29, 2018
Medical students' action plans are not specificJo Hart, Lucie Byrne-Davis, Val Wass, et al.The Clinical Teacher|March 17, 2022
Perceptions of transition into clinical placementNicola Lawson Scott, Samer Mahran, Rakesh Patel, et al.The Clinical Teacher|March 24, 2022
Service learning and the medical student affective domainDeborah Bartz, Andrea Pelletier, Erik K Alexander, et al.The Clinical Teacher|September 13, 2019
A flipped classroom in graduate medical educationRachel A Blair, Julia B Caton, Ole-Petter R HamnvikThe Clinical Teacher|May 19, 2011
Changing the learning environment: the medical student voiceMarcus A Henning, Boaz Shulruf, Susan J Hawken, et al.The Clinical Teacher|February 18, 2011
Teaching clinical examination using peer-assisted learning amongst graduate-entry studentsJon M Dickson, Richard Harrington, Michael J CarterThe Clinical Teacher|February 18, 2011
Online role-playing for faculty developmentZahra Ladhani, Jugesh Chhatwal, Rashmi Vyas, et al.The Clinical Teacher|February 18, 2011
Model construction by students within an integrated medical curriculumPeter M Barling, Perumal RamasamyThe Clinical Teacher|February 18, 2011
Resource utilisation patterns of third-year medical studentsAmanda L Cooper, David M ElnickiPageof 133