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Advances in Health Sciences Education : Theory and Practice|December 3, 2011
An expanded model of faculty vitality in academic medicineMary E Dankoski, Megan M Palmer, Thomas F Nelson Laird, et al.Advances in Health Sciences Education : Theory and Practice|February 23, 2012
The effect of student self-video of performance on clinical skill competency: a randomised controlled trialStephen Maloney, Michael Storr, Prue Morgan, et al.Advances in Health Sciences Education : Theory and Practice|February 9, 2012
'Achieving ensemble': communication in orthopaedic surgical teams and the development of situation awareness--an observational study using live videotaped examplesAlan Bleakley, Jon Allard, Adrian HobbsAdvances in Health Sciences Education : Theory and Practice|March 29, 2012
The effect of midterm peer feedback on student functioning in problem-based tutorialsRachelle J A Kamp, Diana H J M Dolmans, Henk J M Van Berkel, et al.Advances in Health Sciences Education : Theory and Practice|March 29, 2012
Dealing with conflicts on knowledge in tutorial groupsMatti Aarnio, Sari Lindblom-Ylänne, Juha Nieminen, et al.Advances in Health Sciences Education : Theory and Practice|September 6, 2011
How well do selection tools predict performance later in a medical programme?Boaz Shulruf, Phillippa Poole, Grace Ying Wang, et al.Advances in Health Sciences Education : Theory and Practice|August 30, 2011
Feasibility of self-reflection as a tool to balance clinical reasoning strategiesMatthew Sibbald, Anique B H de BruinAdvances in Health Sciences Education : Theory and Practice|June 29, 2011
Learning physical examination skills outside timetabled training sessions: what happens and why?Robbert J Duvivier, Koos van Geel, Jan van Dalen, et al.Advances in Health Sciences Education : Theory and Practice|March 8, 2012
Students' experiences of learning manual clinical skills through simulationEva Johannesson, Charlotte Silén, Joanna Kvist, et al.Advances in Health Sciences Education : Theory and Practice|February 28, 2012
Emotional congruence in learning and health encounters in medicine: addressing an aspect of the hidden curriculumAnne O'CallaghanPageof 161