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Medical Teacher|November 13, 2012
Generalizability theory for the perplexed: a practical introduction and guide: AMEE Guide No. 68Ralph Bloch, Geoffrey NormanAdvances in Health Sciences Education : Theory and Practice|November 28, 2020
Where we've come from, where we might goGeoffrey NormanQuality of Life Research : an International Journal of Quality of Life Aspects of Treatment, Care and Rehabilitation|May 29, 2003
Hi! How are you? Response shift, implicit theories and differing epistemologiesGeoffrey NormanMedical Education|April 9, 2005
Research in clinical reasoning: past history and current trendsGeoffrey NormanCanadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Experimentale|April 19, 2005
From theory to application and back again: implications of research on medical expertise for psychological theoryGeoffrey NormanMedical Teacher|September 9, 2008
Continuing medical education: AMEE Education Guide No 35Nancy Davis, David Davis, Ralph BlochTeaching and Learning in Medicine|November 20, 2013
Diagnostic reasoning: where we've been, where we're goingSandra M Monteiro, Geoffrey NormanAdvances in Health Sciences Education : Theory and Practice|September 30, 2005
PBL in undergraduate medical education: a qualitative study of the views of Canadian residentsLynne Lohfeld, Alan Neville, Geoffrey NormanAdvances in Health Sciences Education : Theory and Practice|November 29, 2014
Manipulation of cognitive load variables and impact on auscultation test performanceRuth Chen, Lawrence Grierson, Geoffrey NormanAcademic Medicine : Journal of the Association of American Medical Colleges|August 1, 2013
Is clinical cognition binary or continuous?Geoffrey Norman, Sandra Monteiro, Jonathan SherbinoPageof 4