Medical Teacher

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In the current issue of Medical Teacher (36, 12):

Developmental student support in undergraduate medical education: AMEE Guide No. 92 

This Guide describes the approach to developmental student support that has been implemented in the School of Medicine at the University of Leeds and the University of Leicester. Medical educators will find aspects of the approach relevant to their own context, including supporting doctors in training and continuing professional development.

Program directors in their role as leaders of teaching teams in residency training 

This study deals with the important issue of leadership in teamwork of clinical teachers. Based on a phenomenographic approach, the authors examine how program directors experience leadership when working together with clinical teachers in residency training, analysing their thoughts, views and personal experiences with leadership.

Twelve tips for completing quality in-training evaluation reports 

Assessing learners in the clinical setting is vital to determining their level of professional competence. Clinical performance assessments can be documented using In-training evaluation reports (ITERs). This paper presents twelve key strategies to assist clinical supervisors in improving the quality of their completed ITERs.

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Editor Ronald Harden on all things medical education

From the Editorial Office:

Poster session

Medical Teacher Poster Prize

Find out more about the Medical Teacher Poster Prize, including this year's winners 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.

2013 Impact Factor:2.045 5-Year Impact Factor:2.170

Frequency: 12 issues per year


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


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