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Teaching and Learning in Medicine|April 12, 2012
Teaching on three-dimensional presentation does not improve the understanding of according CT images: a randomized controlled studyRebecca Metzler, Daniel Stein, Ralf Tetzlaff, et al.
Teaching and Learning in Medicine|April 12, 2012
Teaching medical students about cancer impact through a longitudinal surgical experience: a case studyArundhati Ghosh, David A Hirsh, Barbara Ogur, et al.
Teaching and Learning in Medicine|April 12, 2012
A predictive and construct validity study of a high-stakes objective clinical examination for assessing the clinical competence of international medical graduatesAndrea Vallevand, Claudio Violato
Teaching and Learning in Medicine|April 12, 2012
Does the authenticity of preclinical teaching format affect subsequent clinical clerkship outcomes? A prospective randomized crossover trialSteven J Durning, Jeffrey LaRochelle, Louis Pangaro, et al.
Teaching and Learning in Medicine|January 21, 2016
A Rapid Review of the Factors Affecting Healthcare Students' Satisfaction with Small-Group, Active Learning MethodsJames M Kilgour, Lisa Grundy, Lynn V Monrouxe
Teaching and Learning in Medicine|January 21, 2016
Unpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load TheoryJohn Q Young, Olle Ten Cate, Patricia S O'Sullivan, et al.
Teaching and Learning in Medicine|January 14, 2015
Leadership development in UK medical training: pedagogical theory and practiceStavros Bekas
Teaching and Learning in Medicine|October 16, 2014
Abridged mindfulness intervention to support wellness in first-year medical studentsMert Erogul, Gary Singer, Thomas McIntyre, et al.
Teaching and Learning in Medicine|October 16, 2014
Trial use of the Personal Qualities Assessment (PQA) in the entrance examination of a Japanese medical university: similarities to the results in western countriesYuriko Fukui, Saeko Noda, Midori Okada, et al.
Teaching and Learning in Medicine|October 16, 2014
A framework for understanding international medical graduate challenges during transition into fellowship programsSanjeev Sockalingam, Attia Khan, Adrienne Tan, et al.
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