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Medical Education|May 24, 2007
Undergraduate medical students: who seeks formative feedback?Hazel K Sinclair, Jennifer A ClelandMedical Teacher|March 15, 2005
Epidemiology teaching: student and tutor perceptionsMandy Moffat, Hazel K Sinclair, Jennifer A Cleland, et al.Pharmacoepidemiology and Drug Safety|September 24, 2004
The use of non-prescription medicines by general practitioner attendeesGordon Urquhart, Hazel K Sinclair, Philip C HannafordThe European Journal of General Practice|September 28, 2006
A future career in general practice? A longitudinal study of medical students and pre-registration house officersHazel K Sinclair, Lewis D Ritchie, Amanda J LeeMedical Education|July 23, 2020
Change is never easy: How management theories can help operationalise change in medical educationLisi Gordon, Jennifer A ClelandMedical Education|March 9, 2021
Dyadic explanations during preparatory self-study enhance learning: A randomised controlled studyJerome I Rotgans, Jennifer A ClelandSultan Qaboos University Medical Journal|September 21, 2019
A Narrative Synthesis of Qualitative Studies Conducted to Assess Patient Safety Culture in Hospital SettingsHamad Alqattan, Zoe Morrison, Jennifer A ClelandMedical Education|September 8, 2018
Thinking of selection and widening access as complex and wicked problemsJennifer A Cleland, Fiona Patterson, Mark D HansonMedical Teacher|October 9, 2009
The use of simulated patients in medical education: AMEE Guide No 42Jennifer A Cleland, Keiko Abe, Jan-Joost RethansFamily Practice|May 17, 2007
Associations of depression and anxiety with gender, age, health-related quality of life and symptoms in primary care COPD patientsJennifer A Cleland, Amanda J Lee, Susan HallPageof 4