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Medical Education|January 19, 2010
Diagnostic error and clinical reasoningGeoffrey R Norman, Kevin W EvaMedical Education|February 14, 2012
Influences on medical students' self-regulated learning after test completionSacha Agrawal, Geoffrey R Norman, Kevin W EvaAcademic Medicine : Journal of the Association of American Medical Colleges|May 29, 2004
The relationship between interviewers' characteristics and ratings assigned during a multiple mini-interviewKevin W Eva, Harold I Reiter, Jack Rosenfeld, et al.Medical Education|March 5, 2004
An admissions OSCE: the multiple mini-interviewKevin W Eva, Jack Rosenfeld, Harold I Reiter, et al.Medical Education|April 14, 2007
Multiple mini-interviews predict clerkship and licensing examination performanceHarold I Reiter, Kevin W Eva, Jack Rosenfeld, et al.Academic Medicine : Journal of the Association of American Medical Colleges|September 24, 2004
The ability of the multiple mini-interview to predict preclerkship performance in medical schoolKevin W Eva, Harold I Reiter, Jack Rosenfeld, et al.Academic Medicine : Journal of the Association of American Medical Colleges|November 15, 2002
Self and peer assessment in tutorials: application of a relative-ranking modelHarold I Reiter, Kevin W Eva, Rose M Hatala, et al.Academic Medicine : Journal of the Association of American Medical Colleges|August 24, 2012
Renowned physicians' perceptions of expert diagnostic practiceMaria Mylopoulos, Lynne Lohfeld, Geoffrey R Norman, et al.Academic Medicine : Journal of the Association of American Medical Colleges|October 15, 2003
The privileged status of prestigious terminology: impact of "medicalese" on clinical judgmentsGeoffrey R Norman, Babak Arfai, Arun Gupta, et al.Teaching and Learning in Medicine|October 25, 2002
Expert-novice differences in memory: a reformulationKevin W Eva, Geoffrey R Norman, Alan J Neville, et al.Pageof 20