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Helen S Cameron

Showing results (1-10 of 11) with videos related to

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Medical Teacher|November 6, 2007
Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30Michael T Ross, Helen S Cameron
The Clinical Teacher|July 13, 2012
Designing a purposeful student assistantshipVictoria R Tallentire, Samantha E Smith, Helen S Cameron
BMC Medical Education|January 2, 2020
Medical graduate views on statistical learning needs for clinical practice: a comprehensive surveyMargaret MacDougall, Helen S Cameron, Simon R J Maxwell
Academic Medicine : Journal of the Association of American Medical Colleges|April 27, 2012
Exploring error in team-based acute care scenarios: an observational study from the United kingdomVictoria R Tallentire, Samantha E Smith, Janet Skinner, et al.
Postgraduate Medical Journal|December 15, 2011
The preparedness of UK graduates in acute care: a systematic literature reviewVictoria R Tallentire, Samantha E Smith, Janet Skinner, et al.
Postgraduate Medical Journal|June 22, 2011
Are medical graduates ready to face the challenges of Foundation training?Victoria R Tallentire, Samantha E Smith, Keith Wylde, et al.
BMC Medical Education|January 17, 2015
Exploring patterns of error in acute care using framework analysisVictoria R Tallentire, Samantha E Smith, Janet Skinner, et al.
Medical Education|September 16, 2011
Understanding the behaviour of newly qualified doctors in acute care contextsVictoria R Tallentire, Samantha E Smith, Janet Skinner, et al.
The Clinical Teacher|January 10, 2012
Pre-prescribing: a safe way to learn at work?Samantha E Smith, Victoria R Tallentire, Helen S Cameron, et al.
BMC Medical Education|December 1, 2004
Leniency and halo effects in marking undergraduate short research projectsBrian H McKinstry, Helen S Cameron, Robert A Elton, et al.
Pageof 2

Showing results (1-10 of 11) with videos related to

Sort By:
Pageof 2
Medical Teacher|November 6, 2007
Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30Michael T Ross, Helen S Cameron
The Clinical Teacher|July 13, 2012
Designing a purposeful student assistantshipVictoria R Tallentire, Samantha E Smith, Helen S Cameron
BMC Medical Education|January 2, 2020
Medical graduate views on statistical learning needs for clinical practice: a comprehensive surveyMargaret MacDougall, Helen S Cameron, Simon R J Maxwell
Academic Medicine : Journal of the Association of American Medical Colleges|April 27, 2012
Exploring error in team-based acute care scenarios: an observational study from the United kingdomVictoria R Tallentire, Samantha E Smith, Janet Skinner, et al.
Postgraduate Medical Journal|December 15, 2011
The preparedness of UK graduates in acute care: a systematic literature reviewVictoria R Tallentire, Samantha E Smith, Janet Skinner, et al.
Postgraduate Medical Journal|June 22, 2011
Are medical graduates ready to face the challenges of Foundation training?Victoria R Tallentire, Samantha E Smith, Keith Wylde, et al.
BMC Medical Education|January 17, 2015
Exploring patterns of error in acute care using framework analysisVictoria R Tallentire, Samantha E Smith, Janet Skinner, et al.
Medical Education|September 16, 2011
Understanding the behaviour of newly qualified doctors in acute care contextsVictoria R Tallentire, Samantha E Smith, Janet Skinner, et al.
The Clinical Teacher|January 10, 2012
Pre-prescribing: a safe way to learn at work?Samantha E Smith, Victoria R Tallentire, Helen S Cameron, et al.
BMC Medical Education|December 1, 2004
Leniency and halo effects in marking undergraduate short research projectsBrian H McKinstry, Helen S Cameron, Robert A Elton, et al.
Pageof 2