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The Clinical Teacher|February 3, 2017
Challenging some assumptions about empathyPeter Gallagher, Helen Moriarty, Mark Huthwaite, et al.The Clinical Teacher|February 3, 2017
Making models to simulate testicular swellingsPiyush B Sarmah, Bhupendra D Sarmah, Husam Ibrahim, et al.The Clinical Teacher|March 26, 2019
Student experiences of learning clinical reasoningMegan Anakin, Madelyne Jouart, Julie Timmermans, et al.The Clinical Teacher|April 8, 2017
Training residents in depression and griefAngela Ghesquiere, Johanna Martinez, Cathy Jalali, et al.The Clinical Teacher|April 7, 2017
The blindfolded code training exerciseRami Ahmed, Kate Hughes, Patrick HughesThe Clinical Teacher|April 13, 2017
Case-based discussion: perceptions of feedbackAruchuna Mohanaruban, Lucy Flanders, Huw ReesThe Clinical Teacher|August 10, 2019
Student well-being and the learning environmentMarieka A Helou, Victoria Keiser, Moshe Feldman, et al.The Clinical Teacher|August 10, 2019
Depression and hopelessness in pre-clinical medical studentsOzlem Coskun, Ali Ozgurcan Ocalan, Cetin Batuhan Ocbe, et al.The Clinical Teacher|May 27, 2015
'The Diamond': a structure for simulation debriefPeter Jaye, Libby Thomas, Gabriel ReedyThe Clinical Teacher|May 27, 2015
Peer-assisted bedside teaching roundsAristithes Doumouras, Raphael Rush, Anthony Campbell, et al.Pageof 131