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Jong Eun Song & Michal Tombs. (2023) Teaching Medical Students About Kawasaki Disease: The Development and Evaluation of a Digital Educational Resource. Advances in Medical Education and Practice 14, pages 515-522.
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Kuo-Chen Liao & Chang-Hsuan Peng. (2023) Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action Research. Teaching and Learning in Medicine 0:0, pages 1-11.
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Jennifer Pollard & Michal Tombs. (2022) Teaching Undergraduate Medical Students Non-Technical Skills: An Evaluation Study of a Simulated Ward Experience. Advances in Medical Education and Practice 13, pages 485-494.
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Damián Canales Sánchez, Tomás Bautista Godínez, J. Gerardo Moreno Salinas, Manuel García-Minjares & Melchor Sánchez-Mendiola. (2022) Academic trajectories analysis with a life-course approach: A case study in medical students. Cogent Education 9:1.
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Alireza Ahadi, Matt Bower, Jennifer Lai, Abhay Singh & Michael Garrett. (2021) Evaluation of teacher professional learning workshops on the use of technology - a systematic review. Professional Development in Education 0:0, pages 1-17.
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Nichole R. Davis & Kiyetta H. Alade. (2021) Twelve tips for point-of-care ultrasound teaching in low-resource settings. Medical Teacher 43:10, pages 1134-1138.
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Jonathan Foo, David A. Cook, Martin Tolsgaard, George Rivers, Jennifer Cleland, Kieran Walsh, Mohamed Elhassan Abdalla, You You, Dragan Ilic, Robert Golub, Henry Levin & Stephen Maloney. (2021) How to conduct cost and value analyses in health professions education: AMEE Guide No. 139. Medical Teacher 43:9, pages 984-998.
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Katherine A. Moreau. (2021) Exploring the connections between programmatic assessment and program evaluation within competency-based medical education programs. Medical Teacher 43:3, pages 250-252.
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Mohammad Balilah, Mohammad Babgi, Walaa Alnemari, Ahmad Binjabi, Rania Zaini, Altaf Abdulkhaliq, Alaa Monjed, Salwa Aldahlawi & Hani Almoallim. (2020) A Proposed Framework to Develop, Describe and Evaluate Peer-Assisted Learning Programs. Advances in Medical Education and Practice 11, pages 1005-1013.
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Rebecca G. Stovel, Nadia Gabarin, Rodrigo B. Cavalcanti & Howard Abrams. (2020) Curricular needs for training telemedicine physicians: A scoping review. Medical Teacher 42:11, pages 1234-1242.
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Weichao Chen & Thomas C. Reeves. (2020) Twelve tips for conducting educational design research in medical education. Medical Teacher 42:9, pages 980-986.
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Nicolas Fernandez & Marie-Claude Audétat. (2019) Faculty development program evaluation: a need to embrace complexity. Advances in Medical Education and Practice 10, pages 191-199.
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Atefeh Omrani, Joanna Wakefield-Scurr, Jenny Smith & Nicola Brown. (2019) The Development and Psychometric Properties of A Survey to Assess Breast Knowledge and Attitudes of Adolescent Girls. American Journal of Health Education 50:6, pages 374-389.
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Mark J. Garside, James M. Fisher, Adrian G. Blundell & Adam L. Gordon. (2018) The development and evaluation of mini-GEMs – short, focused, online e-learning videos in geriatric medicine. Gerontology & Geriatrics Education 39:2, pages 132-143.
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Elisabeth Boileau, Johane Patenaude & Christina St-Onge. (2018) Twelve tips to avoid ethical pitfalls when recruiting students as subjects in medical education research. Medical Teacher 40:1, pages 20-25.
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Alexander Vogt & Shuang Wang. (2017) Twelve tips for medical teaching in low-resource settings. Medical Teacher 39:10, pages 1029-1032.
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Katherine A. Moreau. (2017) Twelve tips for planning and conducting a participatory evaluation. Medical Teacher 39:4, pages 334-340.
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Jeanett Strandbygaard, Fedde Scheele & Jette Led Sørensen. (2017) Twelve tips for assessing surgical performance and use of technical assessment scales. Medical Teacher 39:1, pages 32-37.
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Shou Ling Leong, Joan Cangiarella, Tonya Fancher, Lisa Dodson, Colleen Grochowski, Vicky Harnik, Carol Hustedde, Betsy Jones, Christina Kelly, Allison Macerollo, Annette C. Reboli, Melvin Rosenfeld, Kristen Rundell, Tina Thompson, Robert Whyte & Martin Pusic. (2017) Roadmap for creating an accelerated three-year medical education program. Medical Education Online 22:1.
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David A. Cook & Rachel H. Ellaway. (2015) Evaluating technology-enhanced learning: A comprehensive framework. Medical Teacher 37:10, pages 961-970.
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Peter Mcleod & Yvonne Steinert. (2015) Twelve tips for curriculum renewal. Medical Teacher 37:3, pages 232-238.
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Jonna Koponen, Eeva Pyörälä & Pekka Isotalus. (2012) Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills. Medical Teacher 34:3, pages e198-e207.
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