When We Don’t Want to Stop
Training Physician Assistants to Be Physicians
In Reply to Brock and Scott
Mentoring Mentors in Scientific Communication for Trainees
In Reply to Chang and colleagues
In Reply to Chang and colleagues
Medical Student Membership on a Hospital-Based Institutional Review Board
Training the Next Generation of Doctors in Palliative Care Is the Key to the New Era of Value-Based Care
Medicine as a Performing Art
A Vienna Reflection
Where Population Health Misses the Mark
Defining “Faculty” in Academic Medicine
Reflection, Dialogue, and the Possibilities of Space
Slow Medical Education
Varieties of Integrative Scholarship
The Physician Mentored Implementation Model
Artist’s Statement
By Small and Small
Commentary on “By Small and Small
Recording Medical Students’ Encounters With Standardized Patients Using Google Glass
The Longitudinal Standardized Patient Project
Central Institutional Review Board Review for an Academic Trial Network
Differences Between Attendings’ and Fellows’ Perceptions of Futile Treatment in the Intensive Care Unit at One Academic Health Center
A Comparison of Web-Based and Small-Group Palliative and End-of-Life Care Curricula
Junior Doctors’ Views of How Their Undergraduate Clinical Electives in Palliative Care Influenced Their Current Practice of Medicine
Efficacy of an Internet-Based Learning Module and Small-Group Debriefing on Trainees’ Attitudes and Communication Skills Toward Patients With Substance Use Disorders
Characteristics, Satisfaction, and Engagement of Part-Time Faculty at U.S. Medical Schools
Palliative Care
Time Well Spent
How Learning Transfers
Toward a Better Understanding of Gender-Based Performance in the Obstetrics and Gynecology Clerkship
Using Just-in-Time Teaching and Peer Instruction in a Residency Program’s Core Curriculum
Guidelines for Multi-Institutional/Collaborative Research