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Medical Teacher|February 1, 2012
Experiential learning: AMEE Guide No. 63Sarah Yardley, Pim W Teunissen, Tim DornanMedical Teacher|April 21, 2012
Predicting who applies to study medicine: implication for diversity in UK medical schoolsEamonn Ferguson, David James, Janet Yates, et al.Medical Teacher|April 21, 2012
Medical students' perceptions of the factors influencing their academic performance: an exploratory interview study with high-achieving and re-sitting medical studentsMathew Todres, Zoi Tsimtsiou, Kalwant Sidhu, et al.Medical Teacher|March 30, 2012
Assessment of an innovative instructional program to return non-practicing physicians to the workforceNielufar Varjavand, Mark Greco, Dennis H Novack, et al.Medical Teacher|March 30, 2012
The multiple mini-interview in the U.K. context: 3 years of experience at DundeeJon Dowell, Bonnie Lynch, Hettie Till, et al.Medical Teacher|March 30, 2012
What do we do? Practices and learning strategies of medical education leadersSusan Lieff, Mathieu AlbertMedical Teacher|March 30, 2012
Evaluating clinical teachers with the Maastricht clinical teaching questionnaire: how much 'teacher' is in student ratings?Tobias B B Boerboom, Tim Mainhard, Diana H J M Dolmans, et al.Medical Teacher|March 30, 2012
Teaching about medically unexplained symptoms at medical schools in the United KingdomMary Howman, Kate Walters, Joe Rosenthal, et al.Medical Teacher|March 30, 2012
The development of the CoRE-Values framework as an aid to ethical decision-makingHelen M MansonMedical Teacher|March 30, 2012
The audience response system and knowledge gain: a prospective studyAlexandra M Tregonning, Dorota A Doherty, Janet Hornbuckle, et al.Pageof 511