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Qing He, Junru Lei, Doris Chong, Pauline Luk, Enoch Chan, Xiaoai Shen, George Lim Tipoe, Linda Chan, Michael M. Manio, John Ian Wilzon T. Dizon & Fraide A. Ganotice$suffix/text()$suffix/text(). (2024) Unpacking the perceptions and experiences of student facilitators in interprofessional education: a qualitative study. Medical Education Online 29:1.
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Roman Hari, Reto Caprez, Diana Dolmans, Sören Huwendiek, Sara Robbiani & Renée E. Stalmeijer. (2024) Describing Ultrasound Skills Teaching by Near-Peer and Faculty Tutors Using Cognitive Apprenticeship. Teaching and Learning in Medicine 36:1, pages 33-42.
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Mohammed Anass Tanveer, Thomas Mildestvedt, Idun Grimstad Skjærseth, Harlad Haugsmyr Arntzen, Ellinor Kenne, Anna Bonnevier, Terese Stenfors & Monika Kvernenes. (2023) Peer Teaching in Undergraduate Medical Education: What are the Learning Outputs for the Student-Teachers? A Systematic Review. Advances in Medical Education and Practice 14, pages 723-739.
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Annah Vimbai Bengesai, Lateef Babatunde Amusa & Rubby Dhunpath. (2023) A meta-analysis on the effect of formal peer learning approaches on course performance in higher education. Cogent Education 10:1.
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Siyu Mu, Jingman Hu, Fangxi Liu, Chuansheng Zhao & Yefei Sun. (2023) New innovations and educational process in undergraduate neurology education in blended learning. Postgraduate Medicine 135:6, pages 551-561.
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Kaumudee Kodikara, Thilanka Seneviratne, Pavithra Godamunne & Ranjan Premaratna. (2023) Challenges in Learning Procedural Skills: Student Perspectives and Lessons Learned for Curricular Design. Teaching and Learning in Medicine 0:0, pages 1-19.
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Sanskrithi Sravanam, Chloë Jacklin, Eoghan McNelis, Kwan Wai Fung & Lucy Xu. (2023) Twelve tips for teaching neuroanatomy, from the medical students’ perspective. Medical Teacher 45:5, pages 466-474.
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Taher Hatahet, Ahmad Alkhaledi, Aya Tello, Lana Jarad, Ahmad Al Shihabi & Kate Campbell. (2023) Extracurricular activity based on undergraduates – postgraduates peer learning to promote student’s academic research skills in developing countries higher education: experiences form Syria. Educational Research and Evaluation 28:1-3, pages 42-59.
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Teresa Loda, Nils Berner, Rebecca Erschens, Christoph Nikendei, Stephan Zipfel & Anne Herrmann-Werner. (2022) ‘Student tutors go online’ - Investigation of cognitive and social congruence in online student tutorials - a longitudinal study. Medical Education Online 27:1.
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Kelly Huang, David Mak, Frederic W. Hafferty & Kevin W. Eva. (2022) The Advice Given During Near-Peer Interactions Before and After Curriculum Change. Teaching and Learning in Medicine 34:4, pages 351-359.
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Monica M. Yang, Blair P. Golden, Kenzie A. Cameron, Lauren Gard, Jennifer A. Bierman, Daniel B. Evans & Bruce L. Henschen. (2022) Learning through Teaching: Peer Teaching and Mentoring Experiences among Third-Year Medical Students. Teaching and Learning in Medicine 34:4, pages 360-367.
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Mohammed K. Khalil. (2022) Weekly near-peer tutoring sessions improve students’ performance on basic medical sciences and USMLE Step1 examinations. Medical Teacher 44:7, pages 752-757.
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Philip P. Manolopoulos, Stefanos Chatzidakis, Andriana Vasilakou, Marianna Balta & Dimitrios Ntourakis. (2022) A Standardized Workshop for Peer-Teaching Simple Interrupted Sutures to Medical Students: Analysis of the Student Factors That Affect Outcomes. Journal of Investigative Surgery 35:6, pages 1379-1384.
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Kerry G. Baker. (2022) Twelve tips for optimising medical student retention of anatomy. Medical Teacher 44:2, pages 138-143.
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Alison R Hwong, Stefana Morgan, Chelsea Anne Young, Aaron D Besterman, Michael Jacob, Jody Williams, Victor I Reus, Carol A Mathews, Erick Hung & Susan Voglmaier. (2021) Development and Implementation of a Chief Resident for Research Role in a Psychiatry Residency Training Program. Advances in Medical Education and Practice 12, pages 1231-1236.
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Abdulkarim A Jawhari, Maha A Safhi, Mawadah M Magadmi, Rajwa H Alobaidi, Khaled M Alghamdi, Reem N Basyouni, Omar M Saggaf, Murad A Yasawy & Rania M Magadmi. (2021) Effect of Peer-Assisted Learning on Enhancing Clinical Research Skills Among Medical Students: Students’ and Tutors’ Perceptions. Advances in Medical Education and Practice 12, pages 685-696.
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Leslie Carstensen Floren, Olle ten Cate, David M. Irby & Bridget C. O’Brien. (2021) An interaction analysis model to study knowledge construction in interprofessional education: proof of concept. Journal of Interprofessional Care 35:5, pages 736-743.
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Hamzah Farooq Niaz & Jatin Rohit Mistry. (2021) Twelve tips for being an effective clinical skills peer teacher. Medical Teacher 43:9, pages 1019-1024.
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Stephanie Sherman, Shelley Kumar, Jonathan Lim, Zaven Sargsyan, Bani Ratan & Teri Turner. (2020) Measuring teacher identity during the transition from medical school to residency. Baylor University Medical Center Proceedings 33:4, pages 566-571.
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Daniela Keren, Jocelyn Lockyer, Martina Kelly, Nancy Chick & Rachel H. Ellaway. (2020) In Our Own Time: Medical Students’ Informal Social Studying and Learning. Teaching and Learning in Medicine 32:4, pages 353-361.
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Melvyn Jones, Liza Kirtchuk & Joe Rosenthal. (2020) GP registrars teaching medical students- an untapped resource?. Education for Primary Care 31:4, pages 224-230.
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Teresa Loda, Rebecca Erschens, Christoph Nikendei, Stephan Zipfel & Anne Herrmann-Werner. (2020) Qualitative analysis of cognitive and social congruence in peer-assisted learning – The perspectives of medical students, student tutors and lecturers. Medical Education Online 25:1.
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Pin-Hsiang Huang, Matthew Haywood, Anthony O’Sullivan & Boaz Shulruf. (2019) A meta-analysis for comparing effective teaching in clinical education. Medical Teacher 41:10, pages 1129-1142.
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Samuel J. Altonji, James H. Baños & Caroline N. Harada. (2019) Perceived Benefits of a Peer Mentoring Program for First-Year Medical Students. Teaching and Learning in Medicine 31:4, pages 445-452.
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Elisa Ruano Cea, Evelyn Constantin & Aliki Thomas. (2019) Reverse Educational Distance: Exploring a novel concept to enhance Resident-As-Teacher curricula. Medical Teacher 41:7, pages 773-779.
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Tyler Callese, Roy Strowd, Benino Navarro, Ilene Rosenberg, Christine Waasdorp Hurtado, Joanna Tai, Janet M. Riddle & Anna T. Cianciolo. (2019) Conversation Starter: Advancing the Theory of Peer-Assisted Learning. Teaching and Learning in Medicine 31:1, pages 7-16.
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Taylor Freret, Jasmine Rana, Richard M. Schwartzstein & Holly C. Gooding. (2017) Twelve tips for implementation of “student-as-teacher” programs. Medical Teacher 39:12, pages 1221-1226.
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Wolf E. Hautz, Therese Schröder, Katja A. Dannenberg, Maren März, Henrike Hölzer, Olaf Ahlers & Anke Thomas. (2017) Shame in Medical Education: A Randomized Study of the Acquisition of Intimate Examination Skills and Its Effect on Subsequent Performance. Teaching and Learning in Medicine 29:2, pages 196-206.
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Audrey Menezes, Annette Burgess, Antonia J Clarke & Craig Mellis. (2016) Peer-assisted learning in medical school: tutees’ perspective. Advances in Medical Education and Practice 7, pages 31-38.
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Alex Fleming-Nouri, Dominic Crocombe & Yezen Sammaraiee. (2016) Twelve tips on setting up and running a peer-led medical education society. Medical Teacher 38:12, pages 1199-1203.
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Hanin Rashid, Robert Lebeau, Norma Saks, Anna T. Cianciolo, Anthony R. Artino, Judy A. Shea & Olle ten Cate. (2016) Exploring the Role of Peer Advice in Self-Regulated Learning: Metacognitive, Social, and Environmental Factors. Teaching and Learning in Medicine 28:4, pages 353-357.
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Eliot L. Rees, Patrick J. Quinn, Benjamin Davies & Victoria Fotheringham. (2016) How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher 38:8, pages 829-837.
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Subha Ramani, Karen Mann, David Taylor & Harish Thampy. (2016) Residents as teachers: Near peer learning in clinical work settings: AMEE Guide No. 106. Medical Teacher 38:7, pages 642-655.
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Alexander Olaussen, Priya Reddy, Susan Irvine & Brett Williams. (2016) Peer-assisted learning: time for nomenclature clarification. Medical Education Online 21:1.
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Beate Ytreberg & Marianne Aars. (2015) Emotions in true peer teaching and learning: Physiotherapy students’ experiences. European Journal of Physiotherapy 17:1, pages 9-18.
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Deborah R. Erlich & Allen F. Shaughnessy. (2014) Student–teacher education programme (STEP) by step: Transforming medical students into competent, confident teachers. Medical Teacher 36:4, pages 322-332.
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Paula Hodgson, Kitty Chan & Justina Liu. (2014) Outcomes of synergetic peer assessment: first-year experience. Assessment & Evaluation in Higher Education 39:2, pages 168-178.
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Jonathan K. Kam, Joanna Tai, Rob D. Mitchell, Elaine Halley & Sheila Vance. (2013) A vertical study programme for medical students: Peer-assisted learning in practice. Medical Teacher 35:2, pages e943-e945.
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Mahdi Saleh, Yashashwi Sinha & Daniel Weinberg. (2013) Using peer-assisted learning to teach basic surgical skills: medical students’ experiences. Medical Education Online 18:1.
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Nirusha Lachman, Kevin N. Christensen & Wojciech Pawlina. (2013) Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring. Medical Teacher 35:1, pages e919-e925.
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Simon R. Turner, Jonathan S. White, Cheryl Poth & W. Todd Rogers. (2012) Learning the CanMEDS roles in a near-peer shadowing program: A mixed methods randomized control trial. Medical Teacher 34:11, pages 888-892.
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Simon R. Turner, Jonathan White & Cheryl Poth. (2012) Twelve tips for developing a near-peer shadowing program to prepare students for clinical training. Medical Teacher 34:10, pages 792-795.
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Tzu-Chieh Yu, Nichola C Wilson, Primal P Singh, Daniel P Lemanu, Susan J Hawken & Andrew G Hill. (2011) Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school. Advances in Medical Education and Practice 2, pages 157-172.
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Olle Th.J. ten Cate, Rashmi A. Kusurkar & Geoffrey C. Williams. (2011) How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59. Medical Teacher 33:12, pages 961-973.
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Alexander Gregory, Ian Walker, Kevin Mclaughlin & Adam D. Peets. (2011) Both preparing to teach and teaching positively impact learning outcomes for peer teachers. Medical Teacher 33:8, pages e417-e422.
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Annie Cushing, Stephen Abbott, Doug Lothian, Angela Hall & Olwyn M. R. Westwood. (2011) Peer feedback as an aid to learning – What do we want? Feedback. When do we want it? Now!. Medical Teacher 33:2, pages e105-e112.
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Olle Ten Cate & Steven Durning. (2007) Peer teaching in medical education: twelve reasons to move from theory to practice. Medical Teacher 29:6, pages 591-599.
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Lene Christensen, Gunvor Hilde & Hedda Eik. Becoming a physiotherapist - a qualitative study exploring students’ perspectives on peer assisted learning in physiotherapy education. Physiotherapy Theory and Practice 0:0, pages 1-13.
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