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The Clinical Teacher|May 28, 2015
Initial experiences of a student assistantshipAlexander Fullbrook, Michael Ross, Ed Mellanby, et al.The Clinical Teacher|May 29, 2015
The PsychSimCentre: teaching out-of-hours psychiatry to non-psychiatristsAli Ajaz, Rhodri David, Mohan BhatThe Clinical Teacher|August 23, 2021
Clinical Teacher Training for health professionals: From blended to online and (maybe) back again?Annette Burgess, Akhil Bansal, Antonia Clarke, et al.The Clinical Teacher|November 21, 2021
Keepers of the House: A documentaryEvangelia A Alexopoulos, Emily P Guinee, Kearsley A Stewart, et al.The Clinical Teacher|September 2, 2022
Physical activity, burnout and quality of life in medical students: A systematic reviewCharlotte E Taylor, Emma J Scott, Katherine OwenThe Clinical Teacher|January 13, 2022
Adapting for sustainability: Ensuring provision of research skills development for undergraduate medical studentsMeg Haugh, Colm O'TuathaighThe Clinical Teacher|October 21, 2022
Online non-technical skills faculty trainingEmma Claire Phillips, Ailsa Lauren Hamilton, Ben Clarke, et al.The Clinical Teacher|October 6, 2022
The hidden benefits of patient encountersRebecca Finnegan, Orla Flanagan, Peter Cantillon, et al.The Clinical Teacher|March 4, 2021
Learning and satisfaction in a student-led clinicLaura Niwa, Crystal L MacLellanThe Clinical Teacher|March 25, 2021
Exploring the feasibility of using very short answer questions (VSAQs) in team-based learning (TBL)Kate R Millar, Michael D Reid, Preman Rajalingam, et al.Pageof 131