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Kuo-Chen Liao & Chang-Hsuan Peng. (2024) Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action Research. Teaching and Learning in Medicine 36:2, pages 211-221.
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David W Musick, R Brock Mutcheson & David B Trinkle. (2023) A Pilot Study Assessment of Medical Student Knowledge and System Citizenship Attitudes Pertaining to Health Systems Science. Advances in Medical Education and Practice 14, pages 499-514.
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David S Im & Carrie M Tamarelli. (2023) Attention Deficit Hyperactivity Disorder in Medical Learners and Physicians and a Potentially Helpful Educational Tool. Advances in Medical Education and Practice 14, pages 435-442.
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Ravi Jandhyala & Raj Rout. (2023) Observing expert opinion of medical affairs pharmaceutical physicians on the value of their clinical experience to the pharmaceutical industry using the Jandhyala method. Current Medical Research and Opinion 39:12, pages 1541-1550.
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James G. Boyle, Matthew R. Walters, Susan Jamieson & Steven J. Durning. (2023) Distributed cognition: Theoretical insights and practical applications to health professions education: AMEE Guide No. 159. Medical Teacher 45:12, pages 1323-1333.
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Francesca Silvestri, George Mellgard, Jonathan Goldstein, Susmita Chennareddy, Justin Tang, Michelle Tran, Isabelle Band, Daniel Qian, Sean Fischer, Abigail Castillo, Joy Jiang, David Skovran, David Thomas & Yasmin S. Meah. (2023) How Are We Doing? A Scoping Review of Published Patient-Centered Outcomes Research in United States Student-Run Free Clinics. Teaching and Learning in Medicine 0:0, pages 1-13.
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Deena M. Hamza, Karen E. Hauer, Anna Oswald, Elaine van Melle, Zeenat Ladak, Ines Zuna, Mekdes E. Assefa, Gabrielle N. Pelletier, Meghan Sebastianski, Diana Keto-Lambert & Shelley Ross. (2023) Making sense of competency-based medical education (CBME) literary conversations: A BEME scoping review: BEME Guide No. 78. Medical Teacher 45:8, pages 802-815.
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Matt Emery, Margaret Wolff, Chris Merritt, Herodotos Ellinas, Douglas McHugh, Mohammad Zaher, Meghan L. Semiao & Larry D. Gruppen. (2022) An outcomes research perspective on medical education: Has anything changed in the last 18 years?. Medical Teacher 44:12, pages 1400-1407.
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Brittany C. Tsou, Hursuong Vongsachang, Boonkit Purt, Divya Srikumaran, Grant A. Justin & Fasika A. Woreta. (2022) Cataract Surgery Numbers in U.S. Ophthalmology Residency Programs: An ACGME Case Log Analysis. Ophthalmic Epidemiology 29:6, pages 688-695.
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Ramona Jewel Maria Dorough. (2022) Medicalization of Communication: An Examination of Communication Policies in American Medicine. Southern Communication Journal 87:5, pages 488-501.
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Janeta F. Tansey & Elizabeth S. Parks. (2022) Privileged professionalisms: Using co-cultural communication to strengthen inclusivity in professionalism education and community formation. Ethics & Behavior 32:5, pages 431-448.
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Christoph S. Burkhart, Salome Dell-Kuster & Claire Touchie. (2022) Who can do this procedure? Using entrustable professional activities to determine curriculum and entrustment in anesthesiology – An international survey. Medical Teacher 44:6, pages 672-678.
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Ravishankar Ramaswamy, Rosanne M. Leipzig & William W. Hung. (2022) Implementation of an evidence-based medicine curriculum in a fellowship program: Can it influence clinical practice?. Gerontology & Geriatrics Education 43:1, pages 92-101.
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Belinda W. C. Ommering, Floris M. van Blankenstein, Merel van Diepen & Friedo W. Dekker. (2021) Academic Success Experiences: Promoting Research Motivation andSelf-Efficacy Beliefs among Medical Students. Teaching and Learning in Medicine 33:4, pages 423-433.
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Elaine Van Melle, Andrew K. Hall, Daniel J. Schumacher, Benjamin Kinnear, Larry Gruppen, Brent Thoma, Holly Caretta-Weyer, Lara J. Cooke & Jason R. Frank. (2021) Capturing outcomes of competency-based medical education: The call and the challenge. Medical Teacher 43:7, pages 794-800.
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Belinda W. C. Ommering, Merel van Diepen, Floris M. van Blankenstein, Peter G. M. de Jong & Friedo W. Dekker. (2020) Twelve tips to offer a short authentic and experiential individual research opportunity to a large group of undergraduate students. Medical Teacher 42:10, pages 1128-1133.
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Paul M. Wallace, Sarita Warrier, Marc J. Kahn, Christopher Welsh & Melissa Fischer. (2020) Developing an opioid curriculum for medical students: A consensus report from a national symposium. Substance Abuse 41:4, pages 425-431.
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Paul Macneill, Roy Joseph, Tamra Lysaght, Dujeepa D. Samarasekera & Shing Chuan Hooi. (2020) A professionalism program in medical education and training – From broad values to specific applications: YLL School of Medicine, Singapore. Medical Teacher 42:5, pages 561-571.
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William B. Cutrer, Regina G. Russell, Mario Davidson & Kimberly D. Lomis. (2020) Assessing medical student performance of Entrustable Professional Activities: A mixed methods comparison of Co-Activity and Supervisory Scales. Medical Teacher 42:3, pages 325-332.
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Charisse M. Loder, Leah Minadeo, Laura Jimenez, Zakiya Luna, Loretta Ross, Nancy Rosenbloom, Caren M. Stalburg & Lisa H. Harris. (2020) Bridging the Expertise of Advocates and Academics to Identify Reproductive Justice Learning Outcomes. Teaching and Learning in Medicine 32:1, pages 11-22.
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Nada Ghoneim, Vedanta Dariya, Danielle Guffey, Charles G. Minard, Ernest Frugé, Leslie L. Harris, Karen E. Johnson & Jennifer Arnold. (2019) Teaching NICU Fellows How to Relay Difficult News Using a Simulation-Based Curriculum: Does Comfort Lead to Competence?. Teaching and Learning in Medicine 31:2, pages 207-221.
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Aaron R. Danielson, Sandhya Venugopal, Jason M. Mefford & Samuel O. Clarke. (2019) How do novices learn physical examination skills? A systematic review of the literature. Medical Education Online 24:1.
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Jed D. Gonzalo, Daniel R. Wolpaw, Karen L. Krok, Michael P. Pfeiffer & Jennifer S. McCall-Hosenfeld. (2019) A Developmental Approach to Internal Medicine Residency Education: Lessons Learned from the Design and Implementation of a Novel Longitudinal Coaching Program. Medical Education Online 24:1.
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Catherine D. Michelson, Kristina Dzara, Subha Ramani, Robert Vinci & Daniel Schumacher. (2019) Keystone: Exploring Pediatric Residents’ Experiences in a Longitudinal Integrated Block. Teaching and Learning in Medicine 31:1, pages 99-108.
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Nicola Kalafatis, Thomas Sommerville & Pragasan Dean Gopalan. (2018) Fitness for purpose in anaesthesiology: a review. Southern African Journal of Anaesthesia and Analgesia 24:6, pages 148-154.
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Benjamin Kinnear, Eric J. Warm & Karen E. Hauer. (2018) Twelve tips to maximize the value of a clinical competency committee in postgraduate medical education. Medical Teacher 40:11, pages 1110-1115.
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Patricia J. Hicks, Melissa J. Margolis, Carol L. Carraccio, Brian E. Clauser, Kathleen Donnelly, H. Barrett Fromme, Kimberly A. Gifford, Sue E. Poynter, Daniel J. Schumacher & Alan Schwartz. (2018) A novel workplace-based assessment for competency-based decisions and learner feedback. Medical Teacher 40:11, pages 1143-1150.
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Catherine L. Grus, David Shen-Miller, Suzanne H. Lease, Sue C. Jacobs, Kimberly E. Bodner, Kristi S. Van Sickle, Jennifer Veilleux & Nadine J. Kaslow. (2018) Professionalism: A Competency Cluster Whose Time Has Come. Ethics & Behavior 28:6, pages 450-464.
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Margaret M. Plack, Ellen F. Goldman, Andrea R. Scott, Christine Pintz, Debra Herrmann, Kathleen Kline, Tracey Thompson & Shelley B. Brundage. (2018) Systems Thinking and Systems-Based Practice Across the Health Professions: An Inquiry Into Definitions, Teaching Practices, and Assessment. Teaching and Learning in Medicine 30:3, pages 242-254.
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Julie K. Gaines, Lindsay Blake, Gail Kouame, Kathy J. Davies, Darra Ballance, V. Thomas Gaddy, Eve Gallman, Michael Russell & Elena Wood. (2018) Partnering to Analyze Selection of Resources by Medical Students for Case-Based Small Group Learning: A Collaboration between Librarians and Medical Educators. Medical Reference Services Quarterly 37:3, pages 249-265.
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Maryam Alizadeh, Azim Mirzazadeh, Dean X. Parmelee, Elizabeth Peyton, Neda Mehrdad, Leila Janani & Hooman Shahsavari. (2018) Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams. Teaching and Learning in Medicine 30:1, pages 76-83.
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Alicia T Lucardie, Lizanne Berkenbosch, Jochem van den Berg & Jamiu O Busari. (2017) Flipping the classroom to teach Millennial residents medical leadership: a proof of concept. Advances in Medical Education and Practice 8, pages 57-61.
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Renato Soleiman Franco, Camila Ament Giuliani dos Santos Franco, Olívia Pestana, Milton Severo & Maria Amélia Ferreira. (2017) The use of portfolios to foster professionalism: attributes, outcomes, and recommendations. Assessment & Evaluation in Higher Education 42:5, pages 737-755.
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Jocelyn Lockyer, Carol Carraccio, Ming-Ka Chan, Danielle Hart, Sydney Smee, Claire Touchie, Eric S. Holmboe & Jason R. Frank. (2017) Core principles of assessment in competency-based medical education. Medical Teacher 39:6, pages 609-616.
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Kelly J. Caverzagie, Markku T. Nousiainen, Peter C. Ferguson, Olle ten Cate, Shelley Ross, Kenneth A. Harris, Jamiu Busari, M. Dylan Bould, Jacques Bouchard, William F. Iobst, Carol Carraccio & Jason R. Frank. (2017) Overarching challenges to the implementation of competency-based medical education. Medical Teacher 39:6, pages 588-593.
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Jason R. Frank, Linda Snell, Robert Englander & Eric S. Holmboe. (2017) Implementing competency-based medical education: Moving forward. Medical Teacher 39:6, pages 568-573.
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Eric S. Holmboe, Jonathan Sherbino, Robert Englander, Linda Snell & Jason R. Frank. (2017) A call to action: The controversy of and rationale for competency-based medical education. Medical Teacher 39:6, pages 574-581.
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Kimberly D. Lomis, Regina G. Russell, Mario A. Davidson, Amy E. Fleming, Cathleen C. Pettepher, William B. Cutrer, Geoffrey M. Fleming & Bonnie M. Miller. (2017) Competency milestones for medical students: Design, implementation, and analysis at one medical school. Medical Teacher 39:5, pages 494-504.
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Matthew Martin & Lenard Salzberg. (2017) Resident characteristics to evaluate during recruitment and interview: a Delphi study. Education for Primary Care 28:2, pages 81-85.
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