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Mededpublish (2016)|March 15, 2024
The Research Objective Structured Clinical Exam (R-OSCE): An Innovative Tool to Assess Clinical and Translational Research CompetenciesPhillip A Ianni, Brenda L Eakin, Elias M Samuels, et al.Mededpublish (2016)|March 15, 2024
The evolution of self and hetero-evaluation of repeated high fidelity simulation scenarios of post-partum hemorrhage with anesthesia traineesEmanuele Capogna, Denise Raccis, Francesco Salvi, et al.Mededpublish (2016)|February 26, 2024
Beginning with the End-User in Mind: Application of Kern's Six-Step Approach to Design and Create a Literary Journal for Healthcare StudentsAdam Saperstein, Donovan Reed, Colin Smith, et al.Mededpublish (2016)|February 26, 2024
Concluding Commentary. Life Sciences in an Integrated Medical Curriculum: Continuing the ConversationIain D Keenan, Barbara A JenningsMededpublish (2016)|February 26, 2024
Models for implementing continuing professional development programs in low-resource countriesHeather G Mack, Karl C Golnik, Neil Murray, et al.Mededpublish (2016)|February 26, 2024
Using theory to interpret how senior clinicians define, learn, and teach clinical reasoningWaverley Gee, Megan Anakin, Ralph PinnockMededpublish (2016)|February 26, 2024
Interprofessional competencies: the poor cousin to clinical skills?Priya Martin, Monica Moran, Dawn FormanMededpublish (2016)|February 26, 2024
Situational judgement tests: important clarifications regarding the methodologyRebecca Beesley, Angelica Sharma, Jason Leo Walsh, et al.Mededpublish (2016)|February 26, 2024
OSCEs are outdated: clinical skills assessment should be centred around workplace-based assessments (WPBAS) to put the 'art' back into medicineHamed KhanMededpublish (2016)|February 26, 2024
A 'Learning conversation' as a style of feedbackElizabeth M Norris, Ian BullockPageof 91