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Many courses are offered to health care professionals to improve educational scholarship and scholarly teaching. The literature on the effect of such courses on promoting educational scholarship and scholarly teaching is currently suboptimal. To evaluate scholarly productivity of health care professional learners participating in 2 graduate courses in which curricula and assignments facilitated experiential learning. A retrospective analysis of course assignments and publications of learners from 2007 to 2014 was conducted. Learners' cur
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