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Medical Teacher|April 18, 2024
A realist evaluation of how, why and when objective structured clinical exams (OSCEs) are experienced as an authentic assessment of clinical preparednessPeter Yeates, Adriano Maluf, Ruth Kinston, et al.Medical Teacher|April 15, 2024
Co-designing formal health professions curriculum in partnership with students: A scoping reviewJessica Abbonizio, Claire Palermo, Gabrielle Brand, et al.Medical Teacher|October 30, 2013
How we make nephrology easier to learn: computer-based modules at the point-of-careJeffrey H William, Grace C HuangMedical Teacher|August 27, 2014
Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds!Diana Dolmans, Larry Michaelsen, Jeroen van Merriënboer, et al.Medical Teacher|August 27, 2014
Developing understandings of clinical placement learning in three professions: work that is critical to careAlison Ledger, Sue KilminsterMedical Teacher|August 27, 2014
Physical isolation with virtual support: Registrars' learning via remote supervisionSusan M Wearne, Pim W Teunissen, Tim Dornan, et al.Medical Teacher|September 6, 2014
Investigating novice doctors' reflections in debriefings after simulation scenariosPer Kihlgren, Lene Spanager, Peter DieckmannMedical Teacher|September 6, 2014
Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?Bas De Leng, Hannie GijlersMedical Teacher|September 4, 2014
Distant peer-tutoring of clinical skills, using tablets with instructional videos and Skype: A pilot study in the UK and MalaysiaJames O'Donovan, Mahiben MaruthappuPageof 506