How does a move towards a coaching approach impact the delivery of written feedback in undergraduate clinical education? Amanda RobertsMark JellicoeKathryn Fox OriginalPaper Open access 14 September 2021 Pages: 7 - 21
Using theory-informed data science methods to trace the quality of dental student reflections over time Yeonji JungAlyssa Friend WiseKenneth L. Allen OriginalPaper 02 September 2021 Pages: 23 - 48
Student-faculty interactions within a physiotherapy curriculum in South Africa Serela S. RamklassRenuka Vithal OriginalPaper Open access 23 September 2021 Pages: 49 - 61
“We know what they’re struggling with”: student peer mentors’ embodied perceptions of teaching in a health professional education mentorship program Helen F. HarrisonElizabeth Anne KinsellaStephen Loftus OriginalPaper 21 October 2021 Pages: 63 - 86
Not too little, not too much: supervisor perceptions of work-readiness of speech-language pathology graduates S. L. AttrillS. McAllisterC. Brebner OriginalPaper 20 September 2021 Pages: 87 - 106
The learning experiences of dyslexic medical students during the COVID-19 pandemic: a phenomenological study Sebastian C. K. ShawLaura R. HennessyJohn L. Anderson OriginalPaper Open access 17 September 2021 Pages: 107 - 124
Clinical educators can supervise students without increased stress: a study of interacting factors using insights from complexity theory Elizabeth BourneKate ShortLindy McAllister OriginalPaper 30 September 2021 Pages: 125 - 145
Assessment of factual recall and higher-order cognitive domains in an open-book medical school examination D. J. DaviesP. F. McLeanA. H. Sam OriginalPaper Open access 23 October 2021 Pages: 147 - 165
Emotional intelligence in undergraduate medical students: a scoping review Helga V. TorielloJ. M. Monica Van de RidderBrian Ulrich OriginalPaper 28 October 2021 Pages: 167 - 187
Improving medical residents’ self-assessment of their diagnostic accuracy: does feedback help? Josepha KuhnPieter van den BergTamara van Gog OriginalPaper Open access 05 November 2021 Pages: 189 - 200
Contributing to the hidden curriculum: exploring the role of residents and newly graduated physicians Kimberley A. MacNeilGlenn RegehrCheryl L. Holmes OriginalPaper 25 November 2021 Pages: 201 - 213
Learning to recognise what good practice looks like: how general practice trainees develop evaluative judgement Margaret BearmanMary DracupElisabeth Wearne OriginalPaper 02 December 2021 Pages: 215 - 228
Factors affecting perceived credibility of assessment in medical education: A scoping review Stephanie LongCharo RodriguezMeredith Young Review 27 September 2021 Pages: 229 - 262
Thirty years of teaching evidence-based medicine: have we been getting it all wrong? Aliki ThomasBenjamin Chin-YeeMathew Mercuri Reflections 24 September 2021 Pages: 263 - 276
Conducting qualitative research through time: how might theory be useful in longitudinal qualitative research? Dorene F. BalmerBoyd F. Richards Theory Matters 30 August 2021 Pages: 277 - 288