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Why We Must Teach Evidence-Based Medicine
Changes at the Journal
Dartmouth Medical School
Acknowledgment of Academic Medicine Reviewers
Most Frequently Accessed Articles, September 2003–2004*
Teaching the Psychosocial Aspects of Care in the Clinical Setting: Practical Recommendations
Precepting Humanism: Strategies for Fostering the Human Dimensions of Care in Ambulatory Settings
Invite, Listen, and Summarize: A Patient-Centered Communication Technique
Viewpoint:
Balancing Continuity of Care with Residents’ Limited Work Hours: Defining the Implications
Universities And The People's Health
Characterizing the Patient-Centeredness of Hidden Curricula in Medical Schools: Development and Validation of a New Measure
Residents’ Patient-Specific Clinical Questions: Opportunities for Evidence-Based Learning
Making a Home in the Community for the Academic Medical Center
Viewpoint:
Tunnel Vision
Measuring the Effectiveness of Faculty Mentoring Relationships
Frida Kahlo: Images
Commentary
Bringing Interdisciplinary and Multicultural Team Building to Health Care Education: The Downstate Team-Building Initiative
A Simulator-Based Curriculum to Promote Comparative and Reflective Analysis in an Internal Medicine Clerkship
Web-Based Learning in Residents’ Continuity Clinics: A Randomized, Controlled Trial
Compliance with Common Program Requirements in Brazil: Its Effects on Resident's Perceptions about Quality of Life and the Educational Environment
Faculty's and Residents’ Perceptions of Teaching and Evaluating the Role of Health Advocate: A Study at One Canadian University
Providing Evidence-Based Answers to Complex Clinical Questions: Evaluating the Consistency of Article Selection
Following Orders