Inpatient Teaching Professors in Global

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Mohammed Estaiteyeh
Brock University Canada
online teaching
immersive technologies in education
learning
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Johanna Korte
Albert Ludwig University of Freiburg Germany
teacher health
evidence-based teaching
classroom management
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Christopher Manasseh
Boston University United States of America
inpatient medicine
teaching and education
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Errol Ozdalga
Stanford University United States of America
inpatient medicine
internal medicine
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Thom Drögemüller
University of Hamburg Germany
remote teaching
digital teaching
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Christina Krist
Stanford University United States of America
teachers teaching
curriculum instruction
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Sarah Kavanagh
University of Pennsylvania United States of America
inquiry-based teaching
instructional coaching
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Tatiana Chemi
Aalborg University Denmark
teacher's learning
teaching and learning
learning
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Helena Colliander
Linköping University Sweden
learning and teaching
teacher identity
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Mustapha Beleh
University of Michigan United States of America
web-based teaching
assessment of remote vs. in-person teaching
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Kathy Rodger
University of Saskatchewan Canada
clinical teaching
clinical instruction
interprofessional clinical education
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Jonathan Parker
University of Glasgow United Kingdom
teaching innovation
learning
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Judy Tyler
Northwestern University United States of America
instructional coaching
curriculum instruction
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Diane Ebert-may
Michigan State University United States of America
innovative teaching practices
student learning
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Janine Remillard
University of Pennsylvania United States of America
classroom practices
mathematics teacher learning
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Elisavet Papathanasoglou
University of Alberta Canada
intensive care nursing
integrative nursing
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Tillan Strand
Linköping University Sweden
medical pedagogy
clinical pedagogy
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Tomas Corcoran
Monash University Australia
internal medicine
intensive care medicine
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Tina Seidel
Technical University of Munich Germany
evidence-based teaching
simulations in university teaching
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Ping Zhou
New York University United States of America
internal medicine
patient management
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Karenanna Creps
Michigan State University United States of America
differentiating teaching and learning
curriculum instruction
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