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Medical Education|October 15, 2013
Faculty staff-guided versus self-guided ultrasound training for internal medicine residentsGeorge A Alba, Daniel A Kelmenson, Vicki E Noble, et al.Medical Education|October 15, 2013
Students' self-explanations while solving unfamiliar cases: the role of biomedical knowledgeMartine Chamberland, Sílvia Mamede, Christina St-Onge, et al.Medical Education|November 12, 2013
Are two heads better than one? Comparing dyad and self-regulated learning in simulation trainingDavid Shanks, Ryan Brydges, Wendie den Brok, et al.Medical Education|July 11, 2013
Sharing teaching and learning resources: perceptions of a university's faculty membersStephen Maloney, Alan Moss, Jennifer Keating, et al.Medical Education|February 21, 2016
A guiding framework to maximise the power of the arts in medical education: a systematic review and metasynthesisPaul Haidet, Jodi Jarecke, Nancy E Adams, et al.Medical Education|February 21, 2016
Do OSCE progress test scores predict performance in a national high-stakes examination?Debra Pugh, Farhan Bhanji, Gary Cole, et al.Medical Education|February 21, 2016
Limits of 'patient-centredness': valuing contextually specific communication patternsTom B Mole, Hasna Begum, Nicola Cooper-Moss, et al.Medical Education|November 28, 2015
Clinical participation of medical students in three contemporary training modelsRashmi Shahi, Lucie Walters, Helena Ward, et al.Medical Education|December 17, 2013
Does technology help doctors to access, use and share knowledge?Alison BullockMedical Education|December 30, 2014
The interaction of socio-economic status and gender in widening participation in medicineBarbara Griffin, Wendy HuPageof 463