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Ali Al Qarni, Ahmad Habib, Elbadri Abdelgadir, Abdulaziz Al Sarawi, Naif Alqannas & Ammar Alkroud. (2023) The Morning Report Practice and Its Contribution to Education of Internal Medicine Residents: A Multicenter Cross-Sectional Survey in the Eastern Province, Saudi Arabia. Advances in Medical Education and Practice 14, pages 713-722.
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Douglas G. J. McKechnie, Nader Al-Shakarchi, Sean A. Tackett, Tim M. Young & Mohammed A. Rashid. (2023) Sources of funding for research articles in medical education journals from 1999 to 2019. Medical Teacher 45:10, pages 1123-1128.
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Marie Morris, Claire Mulhall, Paul J. Murphy & Walter J. Eppich. (2023) Interdisciplinary collaborative working on surgical ward rounds: reality or rhetoric? A systematic review. Journal of Interprofessional Care 37:4, pages 674-688.
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Daniella Tassoni, Fiona Kent, Jacinta Simpson & Melanie K. Farlie. (2023) Supporting health professional educators in the workplace: A scoping review. Medical Teacher 45:1, pages 49-57.
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Sarah D. Howarth, Shelley A. Fielden & Jane K. O’Hara. (2022) How do we educate medical students interprofessionally about patient safety? A scoping review. Journal of Interprofessional Care 36:2, pages 259-267.
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Masaki Tago, Takashi Watari, Kiyoshi Shikino, Yosuke Sasaki, Hiromizu Takahashi & Taro Shimizu. (2021) Five Tips for Becoming an Ideal General Hospitalist. International Journal of General Medicine 14, pages 10417-10421.
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Oscar Jerez, Cesar Orsini, Catalina Ortiz & Beatriz Hasbun. (2021) Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education. Learning: Research and Practice 7:2, pages 147-164.
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Tanya Horsley, Yvonne Steinert, Karen Leslie, Anna Oswald, Farah Friesen & Rachel H. Ellaway. (2020) The use of BEME reviews in the medical education literature. Medical Teacher 42:10, pages 1171-1178.
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Gert J. J. Biesta & Marije van Braak. (2020) Beyond the Medical Model: Thinking Differently about Medical Education and Medical Education Research. Teaching and Learning in Medicine 32:4, pages 449-456.
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Mario Veen & Anna T. Cianciolo. (2020) Problems No One Looked For: Philosophical Expeditions into Medical Education. Teaching and Learning in Medicine 32:3, pages 337-344.
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Gillian Maudsley & David Taylor. (2020) Analysing synthesis of evidence in a systematic review in health professions education: observations on struggling beyond Kirkpatrick. Medical Education Online 25:1.
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Morris Gordon, Michelle Daniel & Madalena Patricio. (2019) What do we mean by ‘systematic’ in health education systematic reviews and why it matters!. Medical Teacher 41:8, pages 956-957.
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Gillian Maudsley, David Taylor, Omnia Allam, Jayne Garner, Tudor Calinici & Ken Linkman. (2019) A Best Evidence Medical Education (BEME) systematic review of: What works best for health professions students using mobile (hand-held) devices for educational support on clinical placements? BEME Guide No. 52. Medical Teacher 41:2, pages 125-140.
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Danny Siu-Chun Ng, Zihan Sun, Alvin Lerrmann Young, Simon Tak-Chuen Ko, Jerry Ka-Hing Lok, Timothy Yuk-Yau Lai, Shameema Sikder & Clement C Tham. (2018) Impact of virtual reality simulation on learning barriers of phacoemulsification perceived by residents. Clinical Ophthalmology 12, pages 885-893.
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Mohammed S Alhazmi, Craig W Butler & Barbara M Junghans. (2018) Does the virtual refractor patient‐simulator improve student competency when refracting in the consulting room?. Clinical and Experimental Optometry 101:6, pages 771-777.
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Caryn Du Plooy, Heleen Coetzee & Esmé van Rensburg. (2018) Psychological effects of multimedia-induced sexualisation of girls in middle childhood: a systematic literature review. Journal of Child & Adolescent Mental Health 30:2, pages 67-85.
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Ronald M. Harden, Pat Lilley & Jake McLaughlin. (2018) Forty years of medical education through the eyes of Medical Teacher: From chrysalis to butterfly. Medical Teacher 40:4, pages 328-330.
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Ara S. Tekian & David C. M. Taylor. (2017) Master’s degrees: Meeting the standards for medical and health professions education. Medical Teacher 39:9, pages 906-913.
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Till Johannes Bugaj, Carolin Schmid, Ansgar Koechel, Jan Stiepak, Jan B. Groener, Wolfgang Herzog & Christoph Nikendei. (2017) Shedding light into the black box: A prospective longitudinal study identifying the CanMEDS roles of final year medical students’ on-ward activities. Medical Teacher 39:8, pages 883-890.
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Rochelle E. Tractenberg & Morris Gordon. (2017) Supporting Evidence-Informed Teaching in Biomedical and Health Professions Education Through Knowledge Translation: An Interdisciplinary Literature Review. Teaching and Learning in Medicine 29:3, pages 268-279.
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Lina Daouk-Öyry, Ghazi Zaatari, Tina Sahakian, Boushra Rahal Alameh & Nabil Mansour. (2017) Developing a competency framework for academic physicians. Medical Teacher 39:3, pages 269-277.
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Yvonne Steinert, Karen Mann, Brownell Anderson, Bonnie Maureen Barnett, Angel Centeno, Laura Naismith, David Prideaux, John Spencer, Ellen Tullo, Thomas Viggiano, Helena Ward & Diana Dolmans. (2016) A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical Teacher 38:8, pages 769-786.
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Morris Gordon. (2016) Are we talking the same paradigm? Considering methodological choices in health education systematic review. Medical Teacher 38:7, pages 746-750.
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Martin A. Cake, Melinda A. Bell, Julie C. Williams, Fiona J. L. Brown, Marshall Dozier, Susan M. Rhind & Sarah Baillie. (2016) Which professional (non-technical) competencies are most important to the success of graduate veterinarians? A Best Evidence Medical Education (BEME) systematic review: BEME Guide No. 38. Medical Teacher 38:6, pages 550-563.
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Sarah Catherine Walpole, David Pearson, Jonathan Coad & Stefi Barna. (2016) What do tomorrow’s doctors need to learn about ecosystems? – A BEME Systematic Review: BEME Guide No. 36. Medical Teacher 38:4, pages 338-352.
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Damian J. Castanelli, Natalie A. Smith & Craig L.F. Noonan. (2015) Do anaesthetists believe their teaching is evidence-based?. Medical Teacher 37:12, pages 1098-1105.
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John Sandars & Rakesh Patel. (2015) It’s OK for you but maybe not for me: the challenge of putting medical education research findings and evidence into practice. Education for Primary Care 26:5, pages 289-292.
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Richa Sharma, Morris Gordon, Shafik Dharamsi & Trevor Gibbs. (2015) Systematic reviews in medical education: A practical approach: AMEE Guide 94. Medical Teacher 37:2, pages 108-124.
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George W. Saba, Calvin L. Chou, Jason Satterfield, Arianne Teherani, Karen Hauer, Ann Poncelet & Huiju Carrie Chen. (2014) Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students. Medical Education Online 19:1.
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Hudson Birden, Nel Glass, Ian Wilson, Michelle Harrison, Tim Usherwood & Duncan Nass. (2014) Defining professionalism in medical education: A systematic review. Medical Teacher 36:1, pages 47-61.
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Peter Cartledge, Michael Miller & Bob Phillips. (2013) The use of social-networking sites in medical education. Medical Teacher 35:10, pages 847-857.
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Hudson Birden, Nel Glass, Ian Wilson, Michelle Harrison, Tim Usherwood & Duncan Nass. (2013) Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25. Medical Teacher 35:7, pages e1252-e1266.
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Madalena Patrício & António vaz Carneiro. (2012) Systematic reviews of evidence in medical education and clinical medicine: Is the nature of evidence similar?. Medical Teacher 34:6, pages 474-482.
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Yvonne Steinert, Laura Naismith & Karen Mann. (2012) Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19. Medical Teacher 34:6, pages 483-503.
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David A. Cook. (2012) Randomized controlled trials and meta-analysis in medical education: What role do they play?. Medical Teacher 34:6, pages 468-473.
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Nicola Brennan & Karen Mattick. (2011) Exploring the Map of Medicine's potential in undergraduate medical education. Medical Teacher 33:8, pages e454-e460.
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Gillian Maudsley. (2011) Mixing it but not mixed-up: Mixed methods research in medical education (a critical narrative review). Medical Teacher 33:2, pages e92-e104.
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Jill Thistlethwaite & Marilyn Hammick. (2010) The Best Evidence Medical Education (BEME) Collaboration: Into the next decade. Medical Teacher 32:11, pages 880-882.
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Marilyn Hammick, Timothy Dornan & Yvonne Steinert. (2010) Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13. Medical Teacher 32:1, pages 3-15.
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Sharon Buckley, Jamie Coleman, Ian Davison, Khalid S Khan, Javier Zamora, Sadia Malick, David Morley, David Pollard, Tamasine Ashcroft, Celia Popovic & Jayne Sayers. (2009) The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11. Medical Teacher 31:4, pages 282-298.
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Claire Tochel, Alex Haig, Anne Hesketh, Ann Cadzow, Karen Beggs, Iain Colthart & Heather Peacock. (2009) The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher 31:4, pages 299-318.
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Yvonne Steinert, Karen Mann, Angel Centeno, Diana Dolmans, John Spencer, Mark Gelula & David Prideaux. (2006) A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher 28:6, pages 497-526.
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Jon Veloski, James R. Boex, Margaret J. Grasberger, Adam Evans & Daniel B. Wolfson. (2006) Systematic review of the literature on assessment, feedback and physicians’ clinical performance: BEME Guide No. 7. Medical Teacher 28:2, pages 117-128.
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Margery H. Davis, Indika Karunathilake & Ronald M. Harden. (2005) AMEE Education Guide no. 28: The development and role of departments of medical education. Medical Teacher 27:8, pages 665-675.
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S. Barry Issenberg, William C. McGaghie, David Lee Gordon, Stephen Symes, Emil R. Petrusa, Ian R. Hart & Ronald M. Harden. (2002) Effectiveness of a Cardiology Review Course for Internal Medicine Residents Using Simulation Technology and Deliberate Practice. Teaching and Learning in Medicine 14:4, pages 223-228.
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Timothy Koschmann & Brian MacWhinney. (2001) Opening the Black Box: Why We Need a PBL TalkBank Database. Teaching and Learning in Medicine 13:3, pages 145-147.
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Fredric M. Wolf, Judy A. Shea & Mark A. Albanese. (2001) Toward Setting a Research Agenda for Systematic Reviews of Evidence of the Effects of Medical Education. Teaching and Learning in Medicine 13:1, pages 53-60.
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