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The Clinical Teacher|March 18, 2024
The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science educationMarc Gildas ThomasThe Clinical Teacher|September 10, 2024
On-call simulation: Evaluating cost and impactRachel Scott, Samuel D Chumbley, Maria Miles, et al.The Clinical Teacher|February 29, 2024
Integrating education for clinical practice changeElizabeth M Chawla, Christine L Schuler, Elizabeth W Barnhardt, et al.The Clinical Teacher|March 4, 2024
Implementation and faculty perception of outpatient medical student workplace-based assessmentsMarguerite Costich, Suzanne Friedman, Victoria Robinson, et al.The Clinical Teacher|March 3, 2024
'I sound different, I look different, I am different': Protecting and promoting the sense of authenticity of ethnically minoritised medical studentsZoe Moula, Albertine Zanting, Sonia KumarThe Clinical Teacher|March 2, 2024
Perceived and actual value of Student-led Objective Structured Clinical ExaminationsBrandon Stretton, Adam Montagu, Aline Kunnel, et al.The Clinical Teacher|November 16, 2023
Exploring perspectives of personal learning plans in a residency programmeSara Awad, Jennifer Turnnidge, Jeffrey J H Cheung, et al.The Clinical Teacher|November 16, 2023
Understanding the relevance of surgical specialties in undergraduate medical education: Insights of graduatesFernando Girón-Luque, Luis-Jaime Téllez-Rodríguez, Jorge Rueda-Gutiérrez, et al.The Clinical Teacher|November 7, 2023
Development of an innovative curriculum for paediatricians on peanut allergy prevention: How do we address current guidelines?Stephanie Leeds, Martin Slade, Janet Hafler, et al.The Clinical Teacher|October 27, 2023
Experiences of junior doctors who shielded during the COVID-19 pandemicAmy MartinPageof 133