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Medical Teacher|January 28, 2004
Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on purposeDeborah Murdoch-Eaton, John Ellershaw, Anne Garden, et al.Medical Teacher|January 28, 2004
Student attitudes and their academic performance: is there any relationship?Merilyn J Liddell, Sandra K DavidsonMedical Teacher|January 28, 2004
Linking appraisal of PRHO professional competence of junior doctors to their educationMiriam Friedman Ben-David, David Snadden, Anne HeskethMedical Teacher|September 17, 2004
Exploration of a method to analyze group interactions in problem-based learningAstrid J S F Visschers-Pleijers, Diana H J M Dolmans, Ineke H A P Wolfhagen, et al.Medical Teacher|September 17, 2004
Facilitating reflection in an undergraduate medical curriculumJane Kidd, Debra NestelMedical Teacher|September 17, 2004
AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physicianJ M Shumway, R M Harden, Medical Teacher|September 17, 2004
The association between student characteristics and the development of clinical reasoning in a graduate-entry, PBL medical programmeMichele Groves, Peter O'rourke, Heather AlexanderMedical Teacher|November 22, 2021
Visual art-based training in undergraduate medical education: A systematic reviewMuna Alkhaifi, Adam Clayton, Emilia Kangasjarvi, et al.Medical Teacher|November 22, 2021
From education to action: Development and evaluation of a student-directed service learning programChristopher K Wong, Pauline M Berens, Manvitha V Katta, et al.Pageof 506