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Medical Teacher|July 6, 2002
Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, SwedenL O Dahle, J Brynhildsen, M Behrbohm Fallsberg, et al.Medical Teacher|July 6, 2002
Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculumJ Brynhildsen, L O Dahle, M Behrbohm Fallsberg, et al.Medical Teacher|July 6, 2002
The East Anglia Deanery Communication Skills Teaching Project-six years onJuliet Draper, Jonathan Silverman, Arthur Hibble, et al.Medical Teacher|July 6, 2002
The epidemiology of physician learningH B Slotnick, George Mejicano, Steven M Passin, et al.Medical Teacher|July 6, 2002
The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitionersJ G Simpson, J Furnace, J Crosby, et al.Medical Teacher|July 6, 2002
Learning outcomes and instructional objectives: is there a difference?R M HardenMedical Teacher|July 6, 2002
Why is evidence from ethnographic and discourse research needed in medical education: the case of problem-based learningWai-Ching LeungMedical Teacher|July 6, 2002
Teaching the cultural dimensions of the patient-physician relationship: a novel approach using didactic trigger filmsDavid Rabinowitz, Maya Melzer-Geva, Rosalie BerMedical Teacher|July 6, 2002
Medical students' experience with musculoskeletal diagnoses in a family medicine clerkshipRobert M Saywell, Brenda S O'Hara, Terrell W Zollinger, et al.Pageof 506