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Medical Education|January 29, 2008
Effects of conventional and problem-based learning on clinical and general competencies and career developmentJanke Cohen-Schotanus, Arno M M Muijtjens, Johanna Schönrock-Adema, et al.Medical Education|January 29, 2008
Assessing cardiac physical examination skills using simulation technology and real patients: a comparison studyRose Hatala, S Barry Issenberg, Barry Kassen, et al.Medical Education|February 18, 2014
Patient-centred education: what do students think?Anna Oswald, Joanna Czupryn, Jeffrey Wiseman, et al.Medical Education|February 18, 2014
Test-enhanced learning and its effect on comprehension and diagnostic accuracyMariam Baghdady, Heather Carnahan, Ernest W N Lam, et al.Medical Education|February 18, 2014
Making sense of feedback experiences: a multi-school study of medical students' narrativesLynn M Urquhart, Charlotte E Rees, Jean S KerMedical Education|February 18, 2014
Clinical teachers' perspectives on cultural competence in medical educationPeih-Ying Lu, Jer-Chia Tsai, Scott Y H TsengMedical Education|February 18, 2014
The impact of cueing on written examinations of clinical decision making: a case studyIsabelle Desjardins, Claire Touchie, Debra Pugh, et al.Medical Education|February 18, 2014
Why are medical students 'checking out' of active learning in a new curriculum?Casey White, Elizabeth Bradley, James Martindale, et al.Medical Education|July 1, 1989
Lectures and skills workshops as teaching formats in a history-taking skills course for medical studentsB J Evans, R O Stanley, G D Burrows, et al.Medical Education|July 1, 1989
A test of medical problem-solving scored by nurses and doctors: the handicap of expertiseE de GraaffPageof 463