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Advances in Health Sciences Education : Theory and Practice|September 9, 2026
Professional identity formation and the limits of intelligibility in medical education: a queer reframingJaime Alonso Caravaca-Morera, Marco A de Carvalho Filho, Francisco Olmos-VegaAdvances in Health Sciences Education : Theory and Practice|February 5, 2011
The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learningNachamma Sockalingam, Jerome I Rotgans, Henk G SchmidtAdvances in Health Sciences Education : Theory and Practice|February 11, 2011
Why simulation-based team training has not been used effectively and what can be done about itItalo MasielloAdvances in Health Sciences Education : Theory and Practice|January 6, 2011
Exploring factors affecting undergraduate medical students' study strategies in the clinical years: a qualitative studyHanan M F Al Kadri, Mohamed S Al-Moamary, Margaret Elzubair, et al.Advances in Health Sciences Education : Theory and Practice|December 17, 2010
Integrating cultural humility into health care professional education and trainingE-shien Chang, Melissa Simon, XinQi DongAdvances in Health Sciences Education : Theory and Practice|June 19, 2010
In-training assessment using direct observation of single-patient encounters: a literature reviewE A M Pelgrim, A W M Kramer, H G A Mokkink, et al.Advances in Health Sciences Education : Theory and Practice|September 18, 2010
Exploring deliberate practice in medicine: how do physicians learn in the workplace?Margje W J van de Wiel, Piet Van den Bossche, Sandra Janssen, et al.Advances in Health Sciences Education : Theory and Practice|September 28, 2010
Learning to cure, but learning to care?Barret MichalecAdvances in Health Sciences Education : Theory and Practice|September 3, 2010
How to achieve synergy between medical education and cognitive neuroscience? An exercise on prior knowledge in understandingDirk J Ruiter, Marlieke T R van Kesteren, Guillen FernandezAdvances in Health Sciences Education : Theory and Practice|February 3, 2009
Blended learning positively affects students' satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluationVanessa Woltering, Andreas Herrler, Klaus Spitzer, et al.Pageof 161