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Medical Education|January 19, 2010
Cognitive load theory in health professional education: design principles and strategiesJeroen J G van Merriënboer, John SwellerMedical Education|May 11, 2017
Justice and care: decision making by medical school student promotions committeesEmily P Green, Philip A GruppusoMedical Education|May 12, 2017
Trust and risk: a model for medical educationArvin Damodaran, Boaz Shulruf, Philip JonesMedical Education|January 12, 2010
Progress of medical students after open admission or admission based on knowledge testsGilbert Reibnegger, Hans-Christian Caluba, Daniel Ithaler, et al.Medical Education|January 12, 2010
Cross-institutional progress testing: feasibility and value to a new medical schoolPaul Finucane, Denise Flannery, David Keane, et al.Medical Education|January 12, 2010
Medical students' views of power in doctor-patient interactions: the value of teacher-learner relationshipsSara DonettoMedical Education|January 12, 2010
Comparing the academic performance of graduate- and undergraduate-entry medical studentsAgnes E Dodds, Katharine J Reid, Jennifer J Conn, et al.Medical Education|October 31, 2009
When only the real thing will do: junior medical students' learning from real patientsKathryn Bell, Henny P A Boshuizen, Albert Scherpbier, et al.Medical Education|March 1, 1991
The accuracy of standardized patient presentationR M Tamblyn, D J Klass, G K Schnabl, et al.Medical Education|March 1, 1991
Pitfalls in the pursuit of objectivity: issues of validity, efficiency and acceptabilityG R Norman, C P Van der Vleuten, E De GraaffPageof 465