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The Clinical Teacher|August 26, 2023
Development of hidden curriculum skills in a COVID-19 vaccination centreJohannes Driessen, Russell HearnThe Clinical Teacher|September 1, 2023
Medical students' honesty in summative reflective writing: A rapid reviewLyuben TruykovThe Clinical Teacher|August 30, 2023
Exploring basic science knowledge retention within a cohort of undergraduate medical students in the United Kingdom: A longitudinal studyIdrees Zafar, John Chilton, James Edwards, et al.The Clinical Teacher|August 30, 2023
The spacing effect: Improving electrocardiogram interpretationJohn M Cunningham, Melissa Johnson, Troy Kincaid, et al.The Clinical Teacher|August 30, 2023
The SOAP Feedback Training ProgramBinny Chokshi, Alexis Battista, Jerusalem Merkebu, et al.The Clinical Teacher|August 22, 2023
Capturing growth curves of medical students' clinical skills performanceJorie M Colbert-Getz, Katie Lappe, John Gerstenberger, et al.The Clinical Teacher|August 23, 2023
Measurement of uncertainty tolerance revisitedPaula Cristina Eiras Poço, Carlos Fernando Collares, Ahmed Haydar, et al.The Clinical Teacher|August 10, 2023
Building partnerships with local schoolsNeha Ahuja, Bethany Golding, Rachel Pilling, et al.The Clinical Teacher|January 17, 2024
Educating for capability and preparing for practice: Integrating theory and skillsHarry Carter, Sally Hanks, Robert Johnson, et al.Pageof 131