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Advances in Health Sciences Education : Theory and Practice|August 26, 2006
Students' conceptions of constructivist learning: a comparison between a traditional and a problem-based learning curriculumSofie M M Loyens, Remy M J P Rikers, Henk G SchmidtAdvances in Health Sciences Education : Theory and Practice|October 17, 2006
Medical student attendance at non-compulsory lecturesKaren Mattick, Graham Crocker, John BlighAdvances in Health Sciences Education : Theory and Practice|November 2, 2006
Using a sampling strategy to address psychometric challenges in tutorial-based assessmentsKevin W Eva, Patty Solomon, Alan J Neville, et al.Advances in Health Sciences Education : Theory and Practice|September 26, 2009
Combined student ratings and self-assessment provide useful feedback for clinical teachersRenée E Stalmeijer, Diana H J M Dolmans, Ineke H A P Wolfhagen, et al.Advances in Health Sciences Education : Theory and Practice|July 18, 2009
Increased authenticity in practical assessment using emergency case OSCE stationsMiriam Ruesseler, Michael Weinlich, Christian Byhahn, et al.Advances in Health Sciences Education : Theory and Practice|August 12, 2009
Diagnostic error in medical education: where wrongs can make rightsKevin W EvaAdvances in Health Sciences Education : Theory and Practice|August 12, 2009
Next steps: envisioning a research agendaMark L GraberAdvances in Health Sciences Education : Theory and Practice|August 12, 2009
What makes diagnosis hard?Robert L WearsAdvances in Health Sciences Education : Theory and Practice|September 18, 2009
Influences on self-evaluation during a clinical skills programme for nursesJ Yeo, A Steven, P Pearson, et al.Advances in Health Sciences Education : Theory and Practice|September 19, 2009
Are multiple choice tests fair to medical students with specific learning disabilities?Chris Ricketts, Julie Brice, Lee CoombesPageof 161