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Medical Education|February 3, 2017
Should learners reason one step at a time? A randomised trial of two diagnostic scheme designsSarah Blissett, Deric Morrison, David McCarty, et al.Cureus|December 8, 2025
Generative AI: A Disruptor to Health Professions Learner AssessmentLeo Morjaria, Bhavya Gandhi, Levi Burns, et al.Medical Teacher|December 17, 2014
Deliberate practice as a framework for evaluating feedback in residency trainingStephen Gauthier, Rodrigo Cavalcanti, Jeannette Goguen, et al.BMC Medical Education|December 29, 2022
Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping reviewAthena Li, Elif Bilgic, Amy Keuhl, et al.Medical Science Educator|July 28, 2023
Evaluating the Construct Validity of Competencies: A Retrospective AnalysisSandra Monteiro, Meghan M McConnellBMC Medical Education|March 23, 2021
Talking the talk in junior interprofessional education: is healthcare terminology a barrier or facilitator?Shamara Nadarajah, Arden Azim, Derya Uzelli Yılmaz, et al.Advances in Health Sciences Education : Theory and Practice|June 28, 2018
Optimizing self-regulation of performance: is mental effort a cue?Sarah Blissett, Matthew Sibbald, Ellen Kok, et al.Perspectives on Medical Education|October 28, 2024
How Do Paediatricians Manage Comfort with Uncertainty in Clinical Decision-MakingColin J McMahon, Muirne Spooner, Matthew Sibbald, et al.BMC Medical Education|September 11, 2024
Incorporating equity, diversity and inclusion (EDI) into the education and assessment of professionalism for healthcare professionals and trainees: a scoping reviewDarsh Shah, Nima Behravan, Nujud Al-Jabouri, et al.Academic Medicine : Journal of the Association of American Medical Colleges|August 1, 2013
Is clinical cognition binary or continuous?Geoffrey Norman, Sandra Monteiro, Jonathan SherbinoPageof 18