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Teaching and Learning in Medicine|April 24, 2003
A model for diversity in admissions: a review of issues and methods and an experimental approachClarence D Kreiter, Brent Stansfield, Paul A James, et al.Teaching and Learning in Medicine|April 24, 2003
The effect of using team learning in an evidence-based medicine course for medical studentsDaniel P Hunt, Paul Haidet, John H Coverdale, et al.Teaching and Learning in Medicine|March 14, 2003
Small group learning in medical education: a second look at the Springer, Stanne, and Donovan meta-analysisJerry A Colliver, Paul J Feltovich, Steven J VerhulstTeaching and Learning in Medicine|March 14, 2003
Development and implementation of an objective structured teaching exercise (OSTE) to evaluate improvement in feedback skills following a faculty development workshopSarah Stone, Kathleen Mazor, Sarah Devaney-O'Neil, et al.Teaching and Learning in Medicine|March 14, 2003
Student understanding of the relationship between the health professions and the pharmaceutical industryMichael S Monaghan, Kimberly A Galt, Paul D Turner, et al.Teaching and Learning in Medicine|March 14, 2003
Effectiveness of report cards based on chart audits of residents' adherence to practice guidelines on practice performance: a randomized controlled trialJennifer R Kogan, Eileen E Reynolds, Judy A SheaTeaching and Learning in Medicine|March 14, 2003
Medical Students for Choice: origins, current orientations, and potential impactDelese Wear, Cynthia Keck-McNultyTeaching and Learning in Medicine|March 14, 2003
Medical student perceptions of factors affecting productivity of problem-based learning tutorial groups: does culture influence the outcome?Mandira Das Carlo, Harith Swadi, Debbie MpofuTeaching and Learning in Medicine|March 13, 2019
Experiential Learning: Transforming Theory into Practice through the Parkinson's Disease Buddy ProgramDenise M Cumberland, Susan Sawning, Megan Church-Nally, et al.Teaching and Learning in Medicine|September 17, 2019
Faculty Perceptions of Formative Feedback from Medical StudentsLynne Robins, Sherilyn Smith, Amanda Kost, et al.Pageof 146