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Medical Teacher|May 3, 2014
Scaffolding reflective learning in clinical practice: a comparison of two types of reflective activitiesM P C Embo, E Driessen, M Valcke, et al.Medical Teacher|May 3, 2014
Assessors for communication skills: SPs or healthcare professionals?Siaw-Cheok Liew, Susmita Dutta, Jagmohni Kaur Sidhu, et al.Medical Teacher|May 7, 2014
Career-long learning: relationship between cognitive and metacognitive skillsNatalie J Burman, Christy K Boscardin, Sandrijn M Van SchaikMedical Teacher|November 1, 2016
The impact of socially-accountable health professional education: A systematic review of the literatureCarole Reeve, Torres Woolley, Simone J Ross, et al.Medical Teacher|September 29, 2016
Twelve tips for assessing surgical performance and use of technical assessment scalesJeanett Strandbygaard, Fedde Scheele, Jette Led SørensenMedical Teacher|December 26, 2007
Computer-based testing of the modified essay question: the Singapore experienceErle Chuen-Hian Lim, Raymond Chee-Seong Seet, Vernon M S Oh, et al.Medical Teacher|December 26, 2007
Workplace-based assessment as an educational tool: AMEE Guide No. 31John Norcini, Vanessa BurchMedical Teacher|December 26, 2007
Developing family medicine in South africa: a new and important step for medical educationDerek Hellenberg, Trevor GibbsMedical Teacher|December 26, 2007
Should non-expert clinician examiners be used in objective structured assessment of communication skills among final year medical undergraduates?Mee Lian Wong, Calvin S L Fones, Marion Aw, et al.Medical Teacher|December 26, 2007
Evaluation using simulated students for reliability of multiple standardized-patients scoring in clinical performance examinationsWan Beom Park, Sung A Lee, Eun A Kim, et al.Pageof 511