Daniel Michaeli et al.

Medical education and mental health during COVID-19: a survey across 9 countries

Int J Med Educ. 2022; 13:35-46; doi:10.5116/ijme.6209.10d6 | Published 26/02/2022

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Julia Gärtner et al.

Frequency of medical students' language expressing implicit uncertainty in simulated handovers

Int J Med Educ. 2022; 13:28-34; doi:10.5116/ijme.61e6.cde0 | Published 25/02/2022

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Karin Björklund et al.

Learning from patients' written feedback: medical students' experiences

Int J Med Educ. 2022; 13:19-27; doi:10.5116/ijme.61d5.8706 | Published 31/01/2022

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AASA Santhi Sueningrum et al.

Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

Int J Med Educ. 2022; 13:10-18; doi:10.5116/ijme.61dd.7764 | Published 28/01/2022

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Christoph M. Paulus & Saskia Meinken

The effectiveness of empathy training in health care: a meta-analysis of training content and methods

Int J Med Educ. 2022; 13:1-9; doi:10.5116/ijme.61d4.4216 | Published 26/01/2022

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Donna B. Mak et al.

Lessons learned from adapting a remote area health placement from physical to virtual: a COVID-19-driven innovation

Int J Med Educ. 2021; 12:274-299; doi:10.5116/ijme.61b3.56ee | Published 31/12/2021

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Junichi Fukamizu et al.

International trainer perceptions of simulation-based learning: a qualitative study

Int J Med Educ. 2021; 12:267-273; doi:10.5116/ijme.61b3.214c | Published 27/12/2021

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Ruth Blackham & Jeffrey Hamdorf

Critical aspects in developing curriculum-based assessment for emerging surgical procedures

Int J Med Educ. 2021; 12:264-266; doi:10.5116/ijme.61ba.07c6 | Published 23/12/2021

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Elizabeth Martin et al.

What it takes to build a health services innovation training program

Int J Med Educ. 2021; 12:259-263; doi:10.5116/ijme.61af.30bd | Published 23/12/2021

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Takanao Hashimoto et al.

The direction of clinical pharmacy education in Japan

Int J Med Educ. 2021; 12:257-258; doi:10.5116/ijme.618e.26f9 | Published 07/12/2021

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