Medical Teacher

 
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In the current issue of Medical Teacher (36, 8):

Special issue on becoming a doctor 

  • Are we nearly there yet?
  • Addressing learner disorientation: Give them a roadmap
  • Unfulfilled promise, untapped potential: Feedback at the crossroads
  • Experiences with EPAs, potential benefits and pitfalls

If one uses the analogy of a journey to describe the development of professional competence from novice to expert then arguably three of the most important elements of this journey would be: a map to guide the traveller, regular feedback on their progress and the provision of appropriate increasing responsibility over the course of the journey.

New AMEE Guide: Medical education scholarship: An introductory guide: AMEE Guide No. 89 

An overview of medical education scholarship for early career scholars, based on a summary of the existing literature and pragmatic advice derived from the experience the authors.

How should we teach humanism in medical education?  

The application of humanistic values in medical care can benefit medical students, clinicians, and patients, and can be incorporated in formal preclinical environments, the transition into clinical settings, medical curricula and clinical clerkships.

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From the Editorial Office:

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Medical Teacher Poster Prize

Find out more about

the Medical Teacher Poster Prize

at AMEE 2014

 

 

Medical Teacher is the journal of AMEE, an international association for all involved with medical and healthcare professions education. Medical Teacher addresses the needs of teachers and administrators throughout the world involved in training for the health professions.


2012 Impact Factor: 1.824 5-Year Impact Factor: 1.987

Ranking: 5/34 (Education, Scientific Disciplines), 34/82 (Health Care Sciences & Services)*

*©Thomson Reuters, Journal Citation Reports® 2013

Frequency: 12 issues per year

ISSN: 0142-159X (print), 1466-187X (electronic)

 

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