It Is Not All About Content: A Message From the Editors
Abstract
As subject experts, most of us are eager to have our students learn our trade. We have studied, reviewed, assessed, researched, and (usually) happily transmitted what we have learned to our students and to our colleagues. But not everything that goes on in our classroom, clinics, laboratories, hearts, or brains is about content. The articles in this issue of the Journal show how instructors have gone beyond their subject matter to embrace their and their students' personal issues in learning.
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