{"id":1645,"date":"2023-02-08T16:44:32","date_gmt":"2023-02-08T21:44:32","guid":{"rendered":"https:\/\/geiselmed.dartmouth.edu\/medical-education\/?page_id=1645"},"modified":"2023-03-30T10:02:58","modified_gmt":"2023-03-30T14:02:58","slug":"pedagogy","status":"publish","type":"page","link":"https:\/\/geiselmed.dartmouth.edu\/medical-education\/resources\/educator-resources\/pedagogy\/","title":{"rendered":"Pedagogy"},"content":{"rendered":"\n<ul class=\"wp-block-list\"><li><a href=\"https:\/\/geiselmed.dartmouth.edu\/oit\/instructional-design-help\/instructional-methods\/\">Instructional Methods<\/a><br>This page highlights instructional methods outlined in the Geisel Instructional Method Guidelines including links to each method.<br><\/li><li><a href=\"https:\/\/amee.org\/AMEE\/Publications\/Publications\/BEME_Guides\/AMEE\/Publications\/BEMELanding.aspx?Category=BEME_GUIDE&amp;hkey=315583c4-5d6a-42c9-8f66-b647bf1ef75dPublished+Reviews\/BEME+Guide+No+1\/\">BEME Guides<\/a><br>Best Evidence in Medical Education establishes and disseminates the latest findings from scientifically-grounded educational research, enabling teachers and administrators to make informed decisions about the kinds of evidence-based education initiatives that boost learner performance on cognitive and clinical measures.<ul><li><strong>Assessment<\/strong><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2016.1215413?needAccess=true\">A BEME (Best Evidence in Medical Education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME Guide No 43<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2018.1562166?needAccess=true\">Non-technical skills assessments in undergraduate medical education: A focused\u00a0BEME\u00a0systematic review:\u00a0BEME\u00a0Guide No.\u00a054\u00a0<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/01421590600622665?needAccess=true\">Systematic review of the literature on assessment, feedback and physicians\u2019 clinical performance?<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/01421599978979?needAccess=true\">Teaching and learning communication skills in medicine-a review with quality grading of articles<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/01421590902889897?needAccess=true\">The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/01421590701881699?needAccess=true\">The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2019.1652732?needAccess=true\">The utility of mini-Clinical Evaluation Exercise in undergraduate and postgraduate medical education: A BEME review: BEME Guide No. 59<\/a><\/li><\/ul><\/li><\/ul><ul><li><strong>Clinical Education<\/strong><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2019.1708294?needAccess=true\">A BEME realist synthesis review of the effectiveness of teaching strategies used in the clinical setting on the development of clinical skills among health professionals: BEME Guide No. 61<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2020.1763286?needAccess=true\">A BEME systematic review of teaching interventions to equip medical students and residents in early recognition and prompt escalation of acute clinical deteriorations: BEME Guide No. 62<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2019.1595554?needAccess=true\">A systematic\u00a0 review of the approaches to multi-level learning in the general practice context, using a realist synthesis approach: BEME Guide No. 55<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.3109\/0142159X.2013.797570?needAccess=true\">A systematic review of the relationship between patient mix and learning in work-based clinical settings<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.3109\/0142159X.2015.1074990?needAccess=true\">Dynamics of career choice among students in undergraduate medical courses.\u00a0 A BEME systematic review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/01421590500410971?needAccess=true\">How can experience in clinical and community settings contribute to early medical education? A BEME systematic review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.3109\/0142159X.2011.613961?needAccess=true\">Teaching musculoskeletal clinical skills to medical trainees and physicians: A Best Evidence in Medical Education systematic review of strategies and their effectiveness<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.3109\/0142159X.2013.806981?needAccess=true\">The effectiveness of longitudinal community placements in medical education<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.3109\/0142159X.2012.681222?needAccess=true\">What is the impact of structured resuscitation training on healthcare practitioners, their clients and the wider service? A BEME systematic review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2017.1390216?needAccess=true\">Workplace Learning through Collaboration in Primary Healthcare:\u00a0A BEME Realist Review of What Works, for Whom, and in What Circumstances<\/a><\/li><\/ul><\/li><\/ul><ul><li><strong>Instructional Methods<\/strong><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2018.1505037?needAccess=true\">A Best Evidence in Medical Education Systematic Review to determine the most effective teaching methods that develop reflection in medical students<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.3109\/0142159X.2011.530321?needAccess=true\">Are journal clubs effective in supporting evidence-based decision making? A systematic review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www.tandfonline.com\/doi\/pdf\/10.3109\/0142159X.2013.806982?needAccess=true\">Doctor Role Modelling in Medical Education<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2016.1271944?needAccess=true\">Effective methods of teaching and learning in anatomy as a basic science: A BEME systematic review: BEME Guide No 44<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/01421590500046924?needAccess=true\">Features and uses of high-fidelity medical simulations that lead to effective learning<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/full\/10.1080\/0142159X.2019.1695767\">Learning from patients about patient-centredness: A realist review: BEME Guide No. 60<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2022.2093176?needAccess=true\">Learning patient-centeredness with simulated\/standardized patients: A realistic review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2021.1992373?needAccess=true\">Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2019.1652731?needAccess=true\">Patient\/service user involvement in medical education: A best evidence medical education (BEME) systematic review: BEME Guide No. 58<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www.tandfonline.com\/doi\/pdf\/10.1080\/0142159X.2021.1992372?needAccess=true\">Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic- A BEME systematic review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2021.1970732?needAccess=true\">Self\u2013regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www.tandfonline.com\/doi\/pdf\/10.3109\/0142159X.2013.789132?needAccess=true\">Teaching Professionalism in medical education: A Best Evidence in Medical Education (BEME) systematic review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2022.2039382?needAccess=true\">Technology enhanced neuroanatomy teaching techniques: A focused BEME systematic review of current evidence<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.3109\/01421590903473969?needAccess=true\">The effect of educational games on medical students\u2019 learning outcomes: A systematic review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www.tandfonline.com\/doi\/pdf\/10.3109\/0142159X.2012.680939?needAccess=true\">The effectiveness of case-based learning in health professional education. A BEME systematic review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www.tandfonline.com\/doi\/pdf\/10.3109\/0142159X.2013.849802?needAccess=true\">The effectiveness of team-based learning on learning outcomes in health professions education: A Best Evidence in Medical Education Systematic Review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www.tandfonline.com\/doi\/pdf\/10.3109\/0142159X.2012.680938?needAccess=true\">The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review<\/a><\/li><\/ul><\/li><\/ul><ul><li><strong>Interprofessional Education<\/strong><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.3109\/0142159X.2016.1173663?needAccess=true\">A BEME systematic review of the effects of interprofessional education (update)<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/01421590701682576?needAccess=true\">A best evidence systematic review of interprofessional education<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2018.1432851?needAccess=true\">The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49<\/a><\/li><\/ul><\/li><\/ul><ul><li><strong>Learning Theory<\/strong><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2018.1505034?needAccess=true\">Cognitive load theory for training health professionals in the workplace: A BEME systematic review of studies among diverse professions<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2019.1630731?needAccess=true\">How does medical education affect empathy and compassion in medical students? A meta-ethnography: BEME Guide No. 57<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2018.1430354?needAccess=true\">Test-enhanced learning in health professions education: A systematic review.\u00a0A best evidence medical education review<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.3109\/0142159X.2011.614293?needAccess=true\">What impact do structured educational sessions to increase emotional intelligence have on medical students?<\/a><\/li><\/ul><\/li><\/ul><ul><li><strong>Teaching Effectiveness<\/strong><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/01421590600902976?needAccess=true\">A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.1080\/0142159X.2016.1181851?needAccess=true\">A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update<\/a><\/li><\/ul><ul><li><a href=\"https:\/\/www-tandfonline-com.dartmouth.idm.oclc.org\/doi\/pdf\/10.3109\/0142159X.2014.971724?needAccess=true\">Effectiveness of teaching evidence-based medicine to undergraduate medical students: A BEME systematic review<\/a><\/li><\/ul><\/li><\/ul><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Clinical Education Resources<\/strong><ul><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.mededportal.org\/doi\/10.15766\/mep_2374-8265.7749\" target=\"_blank\">Clinical Educator\u2019s Handbook<\/a><\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.gegensatzpress.com\/gp-24b.html\" target=\"_blank\">Guidebook for Clerkship Director\u2019s<\/a> 5<sup>th<\/sup> edition<\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/bmcmededuc.biomedcentral.com\/articles\/10.1186\/s12909-020-02283-2\" target=\"_blank\">Key Tips for Teaching in a Clinical Setting<\/a><\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/deptmedicine.arizona.edu\/sites\/default\/files\/12_tips_fback_clinical_setting.pdf\" target=\"_blank\">Twelve Tips for Giving Feedback Effectively in a Clinical Setting<\/a><\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/geiselmed.dartmouth.edu\/afme\/pdf\/12%20Tips%20for%20Bedside%20Teaching.pdf\" target=\"_blank\">Twelve Tips for Improving Bedside Teaching<\/a><\/li><\/ul><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>National Education &amp; Clerkship Director Organizations<\/strong><ul><li><a rel=\"noreferrer noopener\" href=\"http:\/\/www.allianceforclinicaleducation.org\/\" target=\"_blank\">ACE- Alliance for Clinical Education<\/a><ul><li>Organization of all clerkship education organization<\/li><li>Has many helpful publications and policy statements, for example:<ul><li>The Handbook on Medical Student Evaluation and Assessment and Guidebook for Clerkship Directors<\/li><\/ul><\/li><\/ul><\/li><li><a href=\"https:\/\/www.aamc.org\/\">Association of American Medical Colleges<\/a><br><\/li><\/ul><\/li><li><strong>Field Specific Organizations<\/strong><ul><li><a rel=\"noreferrer noopener\" href=\"https:\/\/surgicaleducation.com\/\" target=\"_blank\">Association for Surgical Education<\/a><\/li><li><a rel=\"noreferrer noopener\" href=\"http:\/\/www.admsep.org\/\" target=\"_blank\">Association of Directors of Medical Student Education in Psychiatry<\/a><ul><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.admsep.org\/pdf\/templates\/Clinical_LO_Guide_Resource_Template_Format_Nov_07.pdf\" target=\"_blank\">Clinical Learning Objective Guide for Psychiatry Education of Medical Students<\/a><\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.admsep.org\/Educational-Objectives-for-a-Junior-Psychiatry-Clerkship.php\" target=\"_blank\">Education Objectives for a Junior Psychiatry Clerkship<\/a><\/li><\/ul><\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.apgo.org\/\" target=\"_blank\">Association of Professors of Gynecology &amp; Obstetrics<\/a><ul><li><a rel=\"noreferrer noopener\" href=\"https:\/\/tools.apgo.org\/inspiration-station-apgos-clerkship-director-toolkit-checklist\/\" target=\"_blank\">OBGYN Clerkship Resources<\/a><\/li><\/ul><\/li><li><a rel=\"noreferrer noopener\" href=\"http:\/\/community.saem.org\/communities\/community-home?CommunityKey=b1340649-1c74-49ad-98d8-20113f28cfba\" target=\"_blank\">Clerkship Directors in Emergency Medicine<\/a><ul><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.saem.org\/about-saem\/academies-interest-groups-affiliates2\/cdem\/for-students\/online-education\" target=\"_blank\">CDEM Curriculum<\/a><\/li><\/ul><\/li><li><a rel=\"noreferrer noopener\" href=\"http:\/\/www.im.org\/p\/cm\/ld\/fid=235\" target=\"_blank\">Clerkship Directors in Internal Medicine<\/a><ul><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.im.org\/resources\/ume-gme-program-resources\/curriculum\/clerkship-curriculum\" target=\"_blank\">Fourth Edition of the Core Medicine Clerkship Curriculum Guide<\/a>(login required)<\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.sgim.org\/File%20Library\/SGIM\/Communities\/Education\/Resources\/OnlineCDIM-SGIM-Core-Media.pdf\" target=\"_blank\">Core Medicine Clerkship Curriculum Guide<\/a> (3<sup>rd<\/sup> Edition)<\/li><\/ul><\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.aan.com\/residents-and-fellows\/clerkship-and-course-director-resources\/consortium-of-neurology-clerkship-directors\/\" target=\"_blank\">Consortium of Neurology Clerkship Directors<\/a><ul><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.aan.com\/siteassets\/home-page\/tools-and-resources\/academic-neurologist--researchers\/clerkship-and-course-director-resources\/clerkship-director-toolkit.pdf\" target=\"_blank\">Neurology Clerkship Director Toolkit<\/a><\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.aan.com\/tools-resources\/clerkship-and-course-director-education\" target=\"_blank\">Clerkship and Course Director Education Resources<\/a><\/li><\/ul><\/li><li><a rel=\"noreferrer noopener\" href=\"http:\/\/www.comsep.org\/home\/index.cfm\" target=\"_blank\">Council on Medical Student Education in Pediatrics<\/a><ul><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.comsep.org\/new-clerkship-director-resource-guide\/\" target=\"_blank\">New Clerkship Director Resource Guide<\/a> (webpage linking to other resources)<\/li><\/ul><\/li><li><a rel=\"noreferrer noopener\" href=\"http:\/\/www.stfm.org\/\" target=\"_blank\">STFM \u2013 Society of Teachers of Family Medicine<\/a><ul><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.stfm.org\/media\/1828\/ncc_2018edition.pdf\" target=\"_blank\">STFM National Clerkship Curriculum<\/a><\/li><\/ul><\/li><\/ul><\/li><\/ul>\n\n\n\n<p><\/p>\n\n\n\n<p class=\"has-text-align-left\"><strong>Recording Lectures with PowerPoint, Nena Mason, PhD<\/strong><\/p>\n\n\n<iframe loading=\"lazy\" src=\"https:\/\/dartmouth.hosted.panopto.com\/Panopto\/Pages\/Embed.aspx?id=4ddf49e9-4a90-4c5d-958c-af340099ef24&amp;autoplay=false&amp;offerviewer=false&amp;showtitle=false&amp;showbrand=false&amp;captions=false&amp;interactivity=all\" width=\"720\" height=\"405\" allow=\"autoplay\" style=\"border: 1px solid #464646;\" allowfullscreen><\/iframe>\n","protected":false},"excerpt":{"rendered":"<p>Instructional MethodsThis page highlights instructional methods outlined in the Geisel Instructional Method Guidelines including links to each method. BEME GuidesBest Evidence in Medical Education establishes and disseminates the latest findings from scientifically-grounded educational research, enabling teachers and administrators to make informed decisions about the kinds of evidence-based education initiatives that [\u2026] <\/p>\n<div class=\"clear\"><\/div>\n<p><a class=\"more_link clearfix\" href=\"https:\/\/geiselmed.dartmouth.edu\/medical-education\/resources\/educator-resources\/pedagogy\/\" rel=\"nofollow\">Read More<\/a><\/p>\n","protected":false},"author":232,"featured_media":0,"parent":1641,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1645","page","type-page","status-publish","hentry","author-232"],"jetpack_shortlink":"https:\/\/wp.me\/P9o2C2-qx","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/geiselmed.dartmouth.edu\/medical-education\/wp-json\/wp\/v2\/pages\/1645","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/geiselmed.dartmouth.edu\/medical-education\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/geiselmed.dartmouth.edu\/medical-education\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/geiselmed.dartmouth.edu\/medical-education\/wp-json\/wp\/v2\/users\/232"}],"replies":[{"embeddable":true,"href":"https:\/\/geiselmed.dartmouth.edu\/medical-education\/wp-json\/wp\/v2\/comments?post=1645"}],"version-history":[{"count":3,"href":"https:\/\/geiselmed.dartmouth.edu\/medical-education\/wp-json\/wp\/v2\/pages\/1645\/revisions"}],"predecessor-version":[{"id":1798,"href":"https:\/\/geiselmed.dartmouth.edu\/medical-education\/wp-json\/wp\/v2\/pages\/1645\/revisions\/1798"}],"up":[{"embeddable":true,"href":"https:\/\/geiselmed.dartmouth.edu\/medical-education\/wp-json\/wp\/v2\/pages\/1641"}],"wp:attachment":[{"href":"https:\/\/geiselmed.dartmouth.edu\/medical-education\/wp-json\/wp\/v2\/media?parent=1645"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}