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Medical Education|August 26, 2004
The impact of a modern medical curriculum on students' proposed behaviour on meeting ethical dilemmasJohn Goldie, Lisa Schwartz, Alex McConnachie, et al.Medical Education|April 22, 2005
A structured communication adolescent guide (SCAG): assessment of reliability and validityKim Blake, Nicolle Vincent, Susan Wakefield, et al.Medical Education|February 1, 2005
Clinical teachers and problem-based learning: a phenomenological studyTim Dornan, Albert Scherpbier, Nigel King, et al.Medical Education|February 1, 2005
Teaching and learning population and preventive health: challenges for modern medical curriculaPatricia M Régo, Marie-Louise DickMedical Education|February 1, 2005
Assessment of progress testsJane McHarg, Paul Bradley, Suzanne Chamberlain, et al.Medical Education|March 5, 2004
An admissions OSCE: the multiple mini-interviewKevin W Eva, Jack Rosenfeld, Harold I Reiter, et al.Medical Education|March 18, 2004
Trainee to trained: helping senior psychiatric trainees make the transition to consultantJoanna MacDonald, Julia ColeMedical Education|March 18, 2004
Changes in student approaches to learning with the introduction of computer-supported problem-based learningHelge I Strømsø, Per Grøttum, Kirsten Hofgaard LyckeMedical Education|March 18, 2004
Good wine may need to mature: a critique of accelerated higher specialist training. Evidence from cognitive neuroscienceMartin TalbotMedical Education|March 18, 2004
An empirical study of the predictive validity of number grades in medical school using 3 decades of longitudinal data: implications for a grading systemJoseph S Gonnella, James B Erdmann, Mohammadreza HojatPageof 463