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Medical Teacher|March 18, 2015
Feedback-giving behaviour in performance evaluations during clinical clerkshipsHarold G J Bok, Debbie A D C Jaarsma, Annemarie Spruijt, et al.Perspectives on Medical Education|June 4, 2017
Am I ready for it? Students' perceptions of meaningful feedback on entrustable professional activitiesChantal C M A Duijn, Lisanne S Welink, Mira Mandoki, et al.BMC Medical Education|June 1, 2022
Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-makingLubberta H de Jong, Harold G J Bok, Lonneke H Schellekens, et al.Journal of Veterinary Medical Education|May 19, 2021
Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary TrainingMirjam B H M Duijvestijn, Bente M W K Van der Wiel, Claudia M Vinke, et al.Cell Death and Differentiation|December 15, 2012
Stabilization of p21 (Cip1/WAF1) following Tip60-dependent acetylation is required for p21-mediated DNA damage responseM-S Lee, J Seo, D Y Choi, et al.Medical Education|February 13, 2013
Clarifying students' feedback-seeking behaviour in clinical clerkshipsHarold G J Bok, Pim W Teunissen, Annemarie Spruijt, et al.Journal of Veterinary Medical Education|June 13, 2020
Collaborative Development of a Shared Framework for Competency-Based Veterinary EducationSusan M Matthew, Harold G J Bok, Kristin P Chaney, et al.Journal of Veterinary Medical Education|May 20, 2020
Collaborative Development of Core Entrustable Professional Activities for Veterinary EducationS Kathleen Salisbury, Bonnie R Rush, Jan E Ilkiw, et al.Clinical Genetics|September 7, 2013
Correlation between genotype and phenotype in patients with bi-allelic SLC26A4 mutationsH J Lee, J Jung, J W Shin, et al.Medical Teacher|August 9, 2019
Development of core entrustable professional activities linked to a competency-based veterinary education frameworkLaura K Molgaard, Kristin P Chaney, Harold G J Bok, et al.Pageof 10