MEDICAL TEACHER

AMEE Guide No. 123 – How to read studies of educational costs

Students’ motivation for interprofessional collaboration after their experience on an IPE ward: A qualitative analysis framed by self-determination theory

Twelve tips for incorporating and teaching sexual and gender minority health in medical school curricula

Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology

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

Non-technical skills assessments in undergraduate medical education: A focused BEME systematic review: BEME Guide No. 54

Does evidence-based medicine training improve doctors’ knowledge, practice and patient outcomes? A systematic review of the evidence

Allowing failure for educational purposes in postgraduate clinical training: A narrative review

Awareness and usage of evidence-based learning strategies among health professions students and faculty

Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load

Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56

Enhancement of role modelling in clinical educators: A randomized controlled trial

Does a socially-accountable curriculum transform health professional students into competent, work-ready graduates? A cross-sectional study of three medical schools across three countries

A practical guide to test blueprinting

A broader outlook to reduce pre-exam stress

Workplace-based communication skills training in clinical departments: Examining the role of collegial relations through positioning theory

Academic coaching for learners in medical education: Twelve tips for the learning specialist

Twelve tips for teaching the informed consent conversation

Effectiveness of instructor-guided independent learning in comparison to traditional didactic lecture in the preclinical medical curriculum: A retrospective cohort study

Simulation-based mastery learning in medical students: Skill retention at 1-year follow up

Team-based learning: A medical student’s perspective

“Twelve tips for developing an OSCE that measures what you want”: The student perspective

A student’s perspective: Teaching sociology to undergraduate medical students

Exploring residents’ reactions to and use of parent feedback in a pediatric emergency department: A grounded theory study

The education avenue of the clinical learning environment: A pragmatic approach

Medical students’ reflective writings about challenging patient encounters: A final year medical students perspective

Pedagogical validity: The key to understanding different forms of ‘good’ teaching

Identifying central tenets needed in our education systems: Results from a pilot integrated clinical apprenticeship

Learning from patients about patient-centredness: A realist review: BEME Guide No. 60

Response to: Response to: Increasing tensions in the ubiquitous use of technology for medical education

How clinician examiners compare with simulated patients in assessing medical student empathy in a clinical exam setting

Incorporating the One Health framework in medical education

Twelve tips for teaching empathy using simulated patients – A student’s perspective

Death teaches life to the living

Leasing a medical curriculum: What’s it worth?

‘Wargaming with the chiefs’: A novel pre-mortem exercise to enhance communication and well-being among ‘top gun’ chief residents

Comments on: Training medical students how to communicate with E-patients

Comments on: Factors that influence medical student learning in the operating room

‘Clinical reasoning as a threshold skill’: Medical students’ perspective

Patterns of performance in students with frequent low stakes team based learning assessments: Do students change behavior?

Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years

Speed and quality goals in procedural skills learning: A randomized experiment

Who’s the boss?

Improving practical skills competency in junior doctors

Comment on: Does empathy change during undergraduate medical education?–A meta-analysis

Context and complexity in the clinical learning environment

Medical students’ perspective: Influences on the choice of learning strategies