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Robin Lüchinger, Matteo Coen, Anne-Claire Bréchet Bachmann, Sara de Oliveira, Hélène Richard-Lepouriel & Noëlle Junod Perron. (2023) What Feedback Content Do Clinical Teachers Address During OSTEs?. Advances in Medical Education and Practice 14, pages 1357-1367.
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Susannah Cornes, Dario Torre, Tracy B. Fulton, Sandra Oza, Arianne Teherani & H. Carrie Chen. (2023) When students’ words hurt: 12 tips for helping faculty receive and respond constructively to student evaluations of teaching. Medical Education Online 28:1.
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Doreen M. Olvet, Joanne M. Willey, Jeffrey B. Bird, Jill M. Rabin, R. Ellen Pearlman & Judith Brenner. (2021) Third year medical students impersonalize and hedge when providing negative upward feedback to clinical faculty. Medical Teacher 43:6, pages 700-708.
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Articles from other publishers (14)
Emilio Crisol Moya & María Jesús Caurcel Cara. (2021) Active Methodologies in Physical Education: Perception and Opinion of Students on the Pedagogical Model Used by Their Teachers. International Journal of Environmental Research and Public Health 18:4, pages 1438.
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Dhananjaya Sharma & Sandeep Kumar. (2020) What Makes a Surgical Teacher Great?. Indian Journal of Surgery 82:6, pages 999-1004.
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Emilio Crisol-Moya, María Asunción Romero-López & María Jesús Caurcel-Cara. (2020) Active Methodologies in Higher Education: Perception and Opinion as Evaluated by Professors and Their Students in the Teaching-Learning Process. Frontiers in Psychology 11.
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Karl HoskisonBrent W. Beasley. (2019) A Conversation About the Role of Humiliation in Teaching: The Ugly, the Bad, and the Good. Academic Medicine 94:8, pages 1078-1080.
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Renée A Beach. (2017) Strategies to maximise teaching in your next ambulatory clinic. The Clinical Teacher 14:2, pages 85-89.
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Noelle Junod Perron, Martine Louis-Simonet, Bernard Cerutti, Eva Pfarrwaller, Johanna Sommer & Mathieu Nendaz. (2016) The quality of feedback during formative OSCEs depends on the tutors’ profile. BMC Medical Education 16:1.
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Kristen N. Hayward. 2016. Handbook of Clinical Teaching. Handbook of Clinical Teaching
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David W. Lim & Jonathan S. White. (2015) How Do Surgery Students Use Written Language to Say What They See? A Framework to Understand Medical Students’ Written Evaluations of Their Teachers. Academic Medicine 90, pages S98-S106.
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Jeffrey E. Pettit, Rick D. Axelson, Kristi J. Ferguson & Marcy E. Rosenbaum. (2015) Assessing Effective Teaching. Academic Medicine 90:1, pages 94-99.
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Lawrence Dyche & Ronald M Epstein. (2011) Curiosity and medical education. Medical Education 45:7, pages 663-668.
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Carol L. Elam, Nicole J. Borges & R. Stephen Manuel. (2014) Millennial Students’ Perspectives on the Medical School Learning Environment: A Pilot Study from Two Institutions. Medical Science Educator 21:2, pages 151-157.
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William V. Raszka JrChristopher G. Maloney & Janice L. Hanson. (2010) Getting Off to a Good Start: Discussing Goals and Expectations With Medical Students. Pediatrics 126:2, pages 193-195.
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Susan L. BannisterWilliam V. RaszkaJrJr & Christopher G. Maloney. (2010) What Makes a Great Clinical Teacher in Pediatrics? Lessons Learned From the Literature. Pediatrics 125:5, pages 863-865.
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Frederick S. Sierles. (2010) Perspective: The Revolution Is Upon Us. Academic Medicine 85:5, pages 799-805.
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