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Advances in Health Sciences Education : Theory and Practice|April 23, 2008
Reflections on experimental research in medical educationDavid A Cook, Thomas J Beckman
Advances in Health Sciences Education : Theory and Practice|February 16, 2008
From gender bias to gender awareness in medical educationPetra Verdonk, Yvonne W M Benschop, Hanneke C J M de Haes, et al.
Advances in Health Sciences Education : Theory and Practice|April 18, 2008
Impact of curriculum on understanding of professional practice: a longitudinal study of students commencing dental educationJules A Kieser, Gloria Dall'alba, Vicki Livingstone
Advances in Health Sciences Education : Theory and Practice|June 6, 2008
Summative evaluation on the hospital wards. What do faculty say to learners?Peggy B Hasley, Robert M Arnold
Advances in Health Sciences Education : Theory and Practice|November 17, 2018
Challenging encounters as experienced by registered nurses new to the emergency medical service: explored by using the theory of communities of practiceAnna Hörberg, Veronica Lindström, Max Scheja, et al.
Advances in Health Sciences Education : Theory and Practice|October 22, 2018
Peer instruction improves comprehension and transfer of physiological concepts: a randomized comparison with self-explanationMarjolein Versteeg, Floris M van Blankenstein, Hein Putter, et al.
Advances in Health Sciences Education : Theory and Practice|March 4, 2019
Interprofessional practice: beyond competenceBrenda Flood, Liz Smythe, Clare Hocking, et al.
Advances in Health Sciences Education : Theory and Practice|February 2, 2017
The effect of self-explanation of pathophysiological mechanisms of diseases on medical students' diagnostic performanceJosé Maria Peixoto, Sílvia Mamede, Rosa Malena Delbone de Faria, et al.
Advances in Health Sciences Education : Theory and Practice|March 19, 2017
"I'd been like freaking out the whole night": exploring emotion regulation based on junior doctors' narrativesRobert M Lundin, Kiran Bashir, Alison Bullock, et al.
Advances in Health Sciences Education : Theory and Practice|April 24, 2017
Knowing How and Knowing Why: testing the effect of instruction designed for cognitive integration on procedural skills transferJeffrey J H Cheung, Kulamakan M Kulasegaram, Nicole N Woods, et al.
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