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The Clinical Teacher|January 19, 2025
Sustained Improvement in Medical Students' Academic Performance in Renal Physiology Through the Application of Flipped ClassroomThana Thongsricome, Rahat Longsomboon, Nattacha Srithawatpong, et al.
The Clinical Teacher|March 8, 2025
Why Respect for Learner Autonomy Is an Ethical PriorityAdam Neufeld, Aliya Kassam
The Clinical Teacher|August 20, 2024
Preparation for practice: What are students learning for?Siew Ping Han, Xuan Wang, Purjita Kiruparan, et al.
The Clinical Teacher|November 6, 2024
Evaluating a novel clinical reasoning tool for physical therapy students: A pilot studyMallory A Kargela, Linda J Woodhouse, Steven J Durning, et al.
The Clinical Teacher|November 8, 2024
Beyond 'spray on' professional development: Enhancing supervision in a tertiary teaching hospitalTim Clement, Jayne Lysk, Brett Vaughan, et al.
The Clinical Teacher|October 24, 2023
'Walking-the-talk': How to co-design an innovative and sustainable integrated care learning programmeNazlee Siddiqui
The Clinical Teacher|October 24, 2023
How to maximise asynchronous video resources that have been co-produced with patient partnersRomany Martin, Sibella Hardcastle, Bruce Moyle, et al.
The Clinical Teacher|November 2, 2023
The hidden curriculum of peer teaching in developing a professional identity: Perspectives of medical students and junior doctorsVictoria Lu, Koshila Kumar
The Clinical Teacher|October 31, 2023
Lessons learned: Development of an organ transplant caregiver educational resourceHeather Bruschwein, Gloria Chen, Wendy Balliet, et al.
The Clinical Teacher|September 12, 2023
Innovations in assessment in health professions education during the COVID-19 pandemic: A scoping reviewJamal Giri, Claire Stewart
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