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The Clinical Teacher|July 13, 2012
Innovative training for rural medical studentsMalcolm Moore, Keryn Bolte, Paul BennettThe Clinical Teacher|July 19, 2022
Virtual learning impacts communication and teamworkHannah L Herriott, Margaret A McNultyThe Clinical Teacher|January 25, 2022
Using very short answer errors to guide teachingOliver Putt, Rachel Westacott, Amir H Sam, et al.The Clinical Teacher|September 15, 2018
What clinical rotation factors have an impact on trainee success?Maxx Miller, Ashley Mullen, Aimee GardnerThe Clinical Teacher|February 22, 2023
(L)earning: Exploring the value of paid roles for medical studentsJonathan P Callaghan, Katrina Z Freimane, Grainne P Kearney, et al.The Clinical Teacher|August 22, 2025
Online Near-Peer Teaching for International Medical Graduates in the United KingdomVikesh Bahadoor, Jelani Lewis-Knights, Nadya Brodie-Stedman, et al.The Clinical Teacher|February 10, 2023
Master clinical teachers and personalised learningMichael J Fowler, Travis W Crook, Regina G Russell, et al.The Clinical Teacher|February 10, 2026
Continuing Coaching Through the Clerkship Year: Reflections From Students and CoachesAndrea Marmor, Maya Mundada, Noriko Anderson, et al.The Clinical Teacher|March 17, 2025
Training Medical Students in Breast HealthArianna Tapia, Alyssa Pereslete, Rachel Siretskiy, et al.The Clinical Teacher|February 25, 2025
Growing Pains: Lessons Learned From Scaling Up an mSAT ProgrammeMarissa M Zhu, Zechariah K Jean, Gautham Pavar, et al.Pageof 132