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Equlinet Misganaw Amare, Mekdim Tadesse Siyoum, Ferid Abbas Abubeker, Tesfaye Hurissa Tufa & Azeb Tamrat Hailemeskel. (2024) Designing the Future of Medical Education: The EPA Framework as a Catalyst to Inform Family Planning and Reproductive Health Fellowship Training Program in Ethiopia Medical Education: An Exploratory Sequential Mixed Method Study. Advances in Medical Education and Practice 15, pages 189-200.
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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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Yusuf Yilmaz, Ming-Ka Chan, Denyse Richardson, Adelle Atkinson, Ereny Bassilious, Linda Snell & Teresa M. Chan. (2023) Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education. Medical Teacher 45:4, pages 395-403.
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Ali Alrehaily, Nouf Alharbi, Rania Zaini & Ahmed AlRumayyan. (2022) Perspectives of the Key Stakeholders of the Alignment and Integration of the SaudiMEDs Framework into the Saudi Medical Licensure Examination: A Qualitative Study. Advances in Medical Education and Practice 13, pages 59-69.
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Andrew K. Hall, Daniel J. Schumacher, Brent Thoma, Holly Caretta-Weyer, Benjamin Kinnear, Larry Gruppen, Lara J. Cooke, Jason R. Frank & Elaine Van Melle. (2021) Outcomes of competency-based medical education: A taxonomy for shared language. Medical Teacher 43:7, pages 788-793.
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Andrew K. Hall, Markku T. Nousiainen, Paolo Campisi, J. Damon Dagnone, Jason R. Frank, Karen I. Kroeker, Stacey Brzezina, Eve Purdy & Anna Oswald. (2020) Training disrupted: Practical tips for supporting competency-based medical education during the COVID-19 pandemic. Medical Teacher 42:7, pages 756-761.
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Laura K. Molgaard, Kristin P. Chaney, Harold G. J. Bok, Emma K. Read, Jennifer L. Hodgson, S. Kathleen Salisbury, Bonnie R. Rush, Jan E. Ilkiw, Stephen A. May, Jared A. Danielson, Jody S. Frost & Susan M. Matthew. (2019) Development of core entrustable professional activities linked to a competency-based veterinary education framework. Medical Teacher 41:12, pages 1404-1410.
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Tiuri R. van Rossum, Fedde Scheele, Lindsay Bank, Henk E. Sluiter & Ide C. Heyligers. (2019) Who owns responsibility? An administrator’s take on implementing time-variable medical training in teaching hospitals. Medical Teacher 41:8, pages 905-911.
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Lubberta H. de Jong, Harold G. J. Bok, Wim D. J. Kremer & Cees P. M. van der Vleuten. (2019) Programmatic assessment: Can we provide evidence for saturation of information?. Medical Teacher 41:6, pages 678-682.
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Oksana Babenko & Anna Oswald. (2019) The roles of basic psychological needs, self-compassion, and self-efficacy in the development of mastery goals among medical students. Medical Teacher 41:4, pages 478-481.
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Ronald M. Harden. (2018) Ten key features of the future medical school—not an impossible dream. Medical Teacher 40:10, pages 1010-1015.
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