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Constantina Constantinou & Marjo Wijnen-Meijer. (2022) Student evaluations of teaching and the development of a comprehensive measure of teaching effectiveness for medical schools. BMC Medical Education 22:1.
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Arun Varghese, Minakshi Dhar, Shalinee Rao, Rohit Raina, Sunita K Mittal, Barun Kumar & Nowneet Bhat. (2022) Effectiveness of Large-Scale Preparedness Training on Electrocardiogram for Medical, Surgical, and Pre-clinical Doctors: A Need-Based Initiative for COVID-19 Patient Care. Cureus.
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Blandine Bustamante-Helfrich, Emma Santa Maria, Jessica Bradley, Douglas Warden, Anamika Sengupta, Robyn Phillips-Madson & Toni Ungaretti. (2022) Collaborative faculty development transforms evaluation at a school of osteopathic medicine: an exploratory grounded theory study. MedEdPublish 12, pages 41.
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Chloë E. Nunneley, Michael Fishman, Kathryn M. Sundheim, Rachel E. Korus, Robert H. Rosen, Blair A. Streater, Katherine A. O’Donnell, Lori R. Newman & Carolyn H. Marcus. (2020) Leading synchronous virtual teaching sessions. The Clinical Teacher 18:3, pages 231-235.
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Narelle Campbell, Helen Wozniak, Robyn L Philip & Raechel A Damarell. (2019) Peer‐supported faculty development and workplace teaching: an integrative review. Medical Education 53:10, pages 978-988.
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Lorena Pinho Feijó, Saadallah Azor Fakhouri Filho, Vitor Maia Teles Ruffini, Maria do Patrocínio Tenório Nunes & Kristopherson Lustosa Augusto. (2019) Estrutura do Programa em Treinamento de Docência na Residência: Residente como Professor. Revista Brasileira de Educação Médica 43:1 suppl 1, pages 341-348.
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