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Advances in Health Sciences Education : Theory and Practice|December 8, 2006
Generic versus specific competencies of entry-level public health graduates: employers' perceptions in Poland, the UK, and the NetherlandsRegien G Biesma, Milena Pavlova, Rina Vaatstra, et al.Advances in Health Sciences Education : Theory and Practice|October 13, 2006
mini-PAT (Peer Assessment Tool): a valid component of a national assessment programme in the UK?Julian Archer, John Norcini, Lesley Southgate, et al.Advances in Health Sciences Education : Theory and Practice|October 18, 2006
Is an Angoff standard an indication of minimal competence of examinees or of judges?M M Verheggen, A M M Muijtjens, J Van Os, et al.Advances in Health Sciences Education : Theory and Practice|November 25, 2006
Understanding the experience of being taught by peers: the value of social and cognitive congruenceTai M Lockspeiser, Patricia O'Sullivan, Arianne Teherani, et al.Advances in Health Sciences Education : Theory and Practice|January 5, 2007
How do medical teachers address the problem of transfer?Klara Bolander Laksov, Kirsti Lonka, Anna JosephsonAdvances in Health Sciences Education : Theory and Practice|January 9, 2007
The role of biomedical knowledge in diagnosis of difficult clinical casesNicole N Woods, Lee R Brooks, Geoffrey R NormanAdvances in Health Sciences Education : Theory and Practice|August 29, 2006
Fitness for purpose evaluation in problem based learning should consider the requirements for establishing descriptive causationMark NewmanAdvances in Health Sciences Education : Theory and Practice|July 13, 2006
Distorted perceptions of competence and incompetence are more than regression effectsM Albanese, S Dottl, G Mejicano, et al.Advances in Health Sciences Education : Theory and Practice|May 27, 2006
Standard setting in a small scale OSCE: a comparison of the Modified Borderline-Group Method and the Borderline Regression MethodTimothy J Wood, Susan M Humphrey-Murto, Geoffrey R NormanAdvances in Health Sciences Education : Theory and Practice|May 27, 2006
Differential effects of two types of formative assessment in predicting performance of first-year medical studentsSally Krasne, Paul F Wimmers, Anju Relan, et al.Pageof 161