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Medical Teacher|August 27, 2014
Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds!Diana Dolmans, Larry Michaelsen, Jeroen van Merriënboer, et al.
Simulation in Healthcare : Journal of the Society for Simulation in Healthcare|April 20, 2016
Standardized Patients' Perspectives on Workplace Satisfaction and Work-Related Relationships: A Multicenter StudyClaudia Schlegel, Raphael Bonvin, Jan-Joost Rethans, et al.
Medical Education|November 30, 2007
Portfolios in medical education: why do they meet with mixed success? A systematic reviewErik Driessen, Jan van Tartwijk, Cees van der Vleuten, et al.
BMC Medical Education|January 31, 2012
Validity evidence and reliability of a simulated patient feedback instrumentClaudia Schlegel, Ulrich Woermann, Jan-Joost Rethans, et al.
Medical Teacher|September 21, 2016
Embedding of the progress test in an assessment program designed according to the principles of programmatic assessmentSylvia Heeneman, Suzanne Schut, Jeroen Donkers, et al.
Medical Teacher|March 2, 2011
Development and analysis of D-RECT, an instrument measuring residents' learning climateKlarke Boor, Cees Van Der Vleuten, Pim Teunissen, et al.
Medical Teacher|October 9, 2007
Use of case-based exams as an instructional teaching tool to teach clinical reasoningHalil Ibrahim Durak, Suleyman Ayhan Caliskan, Serhat Bor, et al.
The British Journal of General Practice : the Journal of the Royal College of General Practitioners|August 3, 2006
Effective improvement of doctor-patient communication: a randomised controlled trialSjoerd Hobma, Paul Ram, Arno Muijtjens, et al.
Medical Education|May 24, 2007
Challenges in multisource feedback: intended and unintended outcomesJoan Sargeant, Karen Mann, Douglas Sinclair, et al.
Teaching and Learning in Medicine|August 23, 2002
Comparison of an aggregate scoring method with a consensus scoring method in a measure of clinical reasoning capacityBernard Charlin, Martin Desaulniers, Robert Gagnon, et al.
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