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What Can I Believe? Peer Review, Innovation, and 90 Years of Academic Medicine
Privacy Versus Confidentiality
In Reply to Brisson and colleagues
Differentiating Standardized Clinical Assessment and Management Plans From Clinical Practice Guidelines
The Role of Professional Medical Education Societies in Fostering Professional Identity
Where Are the Women?
It’s Time to Snuff Out the “Anatomical Snuff Box”
The Passion and the Peril
Finding the Middle Path in Tracking Former Patients in the Electronic Health Record for the Purpose of Learning
The Expert–Generalist
Sounding Off on Social Media
Should Medical Students Track Former Patients in the Electronic Health Record? An Emerging Ethical Conflict
Learn, See, Practice, Prove, Do, Maintain
Learning Curves in Health Professions Education
Tackling the “So What” Problem in Scientific Research
The Evaluation Blues
Artist’s Statement
So Much for That
Commentary on an Excerpt From So Much for That
Transforming Primary Care Residency Training
The Effect of an Intense Mentoring Program on Junior Investigators’ Preparation for a Patient-Oriented Clinical Research Career
Trivial Medicine
Appraising the Quality of Medical Education Research Methods
Considering Context in Academic Medicine
Reviewing Residents’ Competence
The Reliability of Multisource Feedback in Competency-Based Assessment Programs
Diagnosing Technical Competence in Six Bedside Procedures
Development and Evaluation of Standardized Narrative Cases Depicting the General Surgery Professionalism Milestones
Correction
Transition to Surgical Residency
Making Meaning From Sensory Cues
Varying Goals and Approaches of Innovation Centers in Academic Health Systems
Changes in Medical Students’ Exposure to and Attitudes About Drug Company Interactions From 2003 to 2012
The Top-Cited Articles in Medical Education
A Review of Literature on Medical Students and Scholarly Research
A Medical Educator’s Guide to #MedEd