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Medical Teacher|April 22, 2006
Discovering professionalism through guided reflectionPatsy Stark, Chris Roberts, David Newble, et al.
Medical Teacher|July 26, 2003
Managing the learning environment in undergraduate medical education: the Sheffield approachChris Roberts, Mary Lawson, David Newble, et al.
Medical Teacher|October 4, 2005
The introduction of large class problem-based learning into an undergraduate medical curriculum: an evaluationChris Roberts, Mary Lawson, David Newble, et al.
Medical Teacher|November 1, 2006
Assuring the quality of high-stakes undergraduate assessments of clinical competenceChris Roberts, David Newble, Brian Jolly, et al.
Medical Teacher|February 3, 2006
Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on assessable key tasksPatsy Stark, John Ellershaw, David Newble, et al.
Medical Teacher|January 28, 2004
Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on purposeDeborah Murdoch-Eaton, John Ellershaw, Anne Garden, et al.
Medical Teacher|June 24, 2011
Training healthcare professionals for the future: internationalism and effective inclusion of global health trainingDeborah Murdoch Eaton, Anthony Redmond, Nigel Bax
Medical Teacher|May 20, 2011
Lessons from medical students' perceptions of learning reflective skills: a multi-institutional studyPirashanthie Vivekananda-Schmidt, Michelle Marshall, Patsy Stark, et al.
Medical Teacher|June 1, 2007
Educating undergraduate medical students about patient safety: priority areas for curriculum developmentJohn Sandars, Nigel Bax, David Mayer, et al.
Medical Teacher|March 12, 2010
What do medical students understand by research and research skills? Identifying research opportunities within undergraduate projectsDeborah Murdoch-Eaton, Sarah Drewery, Sarah Elton, et al.
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