Found: 20
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Co‐designing for success: Fostering psychological safety with learners to optimise learning, collaboration and performance.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 242, doi. 10.1111/medu.14723
- By:
- Publication type:
- Article
Do norms unintentionally increase stereotypical expressions? A randomised controlled trial.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 331, doi. 10.1111/medu.14712
- By:
- Publication type:
- Article
Determining influence, interaction and causality of contrast and sequence effects in objective structured clinical exams.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 292, doi. 10.1111/medu.14713
- By:
- Publication type:
- Article
IN THIS ISSUE.
- Published in:
- 2022
- Publication type:
- Abstract
Addressing harm and establishing trust in peer review: Recommendations for action.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 256, doi. 10.1111/medu.14732
- By:
- Publication type:
- Article
Promoting inclusivity in health professions education publishing.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 252, doi. 10.1111/medu.14724
- By:
- Publication type:
- Article
"I might not fit that doctor image": Ideal worker norms and women medical students.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 339, doi. 10.1111/medu.14709
- By:
- Publication type:
- Article
Gender‐focused training improves leadership of female medical students: A randomised trial.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 321, doi. 10.1111/medu.14658
- By:
- Publication type:
- Article
Exploring how feedback reflects entrustment decisions using artificial intelligence.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 303, doi. 10.1111/medu.14696
- By:
- Publication type:
- Article
Advancing consideration of gender within health profession education: What is required?
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 250, doi. 10.1111/medu.14685
- By:
- Publication type:
- Article
Patient‐present teaching: Recasting roles for patients, learners and educators.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 245, doi. 10.1111/medu.14703
- By:
- Publication type:
- Article
Supporting anti‐oppressive education using Zoom chat during lecture: One tool in the toolbox.
- Published in:
- 2022
- By:
- Publication type:
- Letter to the Editor
Empowering or validity threat? Trainee control over workplace‐based assessments.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 247, doi. 10.1111/medu.14702
- Publication type:
- Article
Quantifying teaching quality in medical education: The impact of learning gain calculation.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 312, doi. 10.1111/medu.14694
- By:
- Publication type:
- Article
Understanding the impact of academic difficulties among medical students: A scoping review.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 262, doi. 10.1111/medu.14624
- By:
- Publication type:
- Article
Patient‐present teaching in the clinic: Effect on agency and professional behaviour.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 270, doi. 10.1111/medu.14623
- By:
- Publication type:
- Article
Supporting anti‐oppressive education using Zoom chat during lecture: Addressing the root cause.
- Published in:
- 2022
- Publication type:
- Letter to the Editor
When I say ... everyday racism.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 260, doi. 10.1111/medu.14667
- Publication type:
- Article
Trust, power and learning in workplace‐based assessment: The trainee perspective.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 280, doi. 10.1111/medu.14631
- By:
- Publication type:
- Article
Issue Information.
- Published in:
- Medical Education, 2022, v. 56, n. 3, p. 1, doi. 10.1111/medu.14550
- Publication type:
- Article