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Medical Education|August 8, 2009
A hypothesis-driven physical examination learning and assessment procedure for medical students: initial validity evidenceRachel Yudkowsky, Junji Otaki, Tali Lowenstein, et al.Medical Education|August 8, 2009
Doctors in acute and longitudinal care specialties emphasise different professional attributes: implications for training programmesJoseph M Garfield, Frances B Garfield, Nathanael D Hevelone, et al.Medical Education|August 28, 2009
Computer animations in medical education: a critical literature reviewJorge G Ruiz, David A Cook, Anthony J LevinsonMedical Education|August 28, 2009
Difficult incidents and tutor interventions in problem-based learning tutorialsPawel Kindler, Christopher Grant, Steven Kulla, et al.Medical Education|August 28, 2009
Doctors' perceptions of why 360-degree feedback does (not) work: a qualitative studyKarlijn Overeem, Hub Wollersheim, Erik Driessen, et al.Medical Education|August 28, 2009
Global overall rating for assessing clinical competence: what does it really show?Rosângela C L Domingues, Eliana Amaral, Angélica M B ZeferinoMedical Education|January 24, 2009
How student models of expertise and innovation impact the development of adaptive expertise in medicineMaria Mylopoulos, Glenn RegehrMedical Education|January 24, 2009
Effects of multi-source feedback on developmental plans for leaders of postgraduate medical educationBente Malling, Thomas Bonderup, Lene Mortensen, et al.Medical Education|January 24, 2009
The multiple mini-interview: how long is long enough?Michael Dodson, Brendan Crotty, David Prideaux, et al.Medical Education|April 2, 2009
Becoming an academic doctor: perceptions of scholarly careersPatricia S O'Sullivan, Brian Niehaus, Tai M Lockspeiser, et al.Pageof 462