| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A practical approach to programmatic assessment design
|
Timmerman, A. A.
|
|
2017
|
22 |
5 |
p. 1169-1182
|
artikel
|
| 2 |
Clarifying changes in student empathy throughout medical school: a scoping review
|
Ferreira-Valente, Alexandra
|
|
2016
|
22 |
5 |
p. 1293-1313
|
artikel
|
| 3 |
Comparison study of judged clinical skills competence from standard setting ratings generated under different administration conditions
|
Roberts, William L.
|
|
2017
|
22 |
5 |
p. 1279-1292
|
artikel
|
| 4 |
Correction to: CASPer, an online pre-interview screen for personal/professional characteristics: prediction of national licensure scores
|
Dore, Kelly L.
|
|
2017
|
22 |
5 |
p. 1321-1322
|
artikel
|
| 5 |
Developing skilled doctor–patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors
|
Giroldi, Esther
|
|
2017
|
22 |
5 |
p. 1263-1278
|
artikel
|
| 6 |
Effectiveness of various innovative learning methods in health science classrooms: a meta-analysis
|
Kalaian, Sema A.
|
|
2017
|
22 |
5 |
p. 1151-1167
|
artikel
|
| 7 |
Enhancing technical skill learning through interleaved mixed-model observational practice
|
Welsher, Arthur
|
|
2017
|
22 |
5 |
p. 1201-1211
|
artikel
|
| 8 |
Erratum to: The effect of self-explanation of pathophysiological mechanisms of diseases on medical students’ diagnostic performance
|
Peixoto, José Maria
|
|
2017
|
22 |
5 |
p. 1199
|
artikel
|
| 9 |
Examining the effect of self-explanation on cognitive integration of basic and clinical sciences in novices
|
Lisk, Kristina
|
|
2016
|
22 |
5 |
p. 1071-1083
|
artikel
|
| 10 |
Generalization and the qualitative–quantitative debate
|
Norman, Geoff
|
|
2017
|
22 |
5 |
p. 1051-1055
|
artikel
|
| 11 |
Misalignments of purpose and power in an early Canadian interprofessional education initiative
|
Whyte, Sarah
|
|
2017
|
22 |
5 |
p. 1123-1149
|
artikel
|
| 12 |
On the validity of repeated assessments in the UMAT, a high-stakes admissions test
|
Andrich, David
|
|
2017
|
22 |
5 |
p. 1245-1262
|
artikel
|
| 13 |
Patients with chronic conditions: simulate to educate?
|
Lefèvre, Thomas
|
|
2017
|
22 |
5 |
p. 1315-1319
|
artikel
|
| 14 |
Pulling together and pulling apart: influences of convergence and divergence on distributed healthcare teams
|
Lingard, L.
|
|
2017
|
22 |
5 |
p. 1085-1099
|
artikel
|
| 15 |
Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour
|
Jonge, Laury P. J. W. M. de
|
|
2017
|
22 |
5 |
p. 1213-1243
|
artikel
|
| 16 |
Successfully sustaining sex and gender issues in undergraduate medical education: a case study
|
Meulen, Francisca van der
|
|
2017
|
22 |
5 |
p. 1057-1070
|
artikel
|
| 17 |
The effect of self-explanation of pathophysiological mechanisms of diseases on medical students’ diagnostic performance
|
Peixoto, José Maria
|
|
2017
|
22 |
5 |
p. 1183-1197
|
artikel
|
| 18 |
Using video-reflexive ethnography to capture the complexity of leadership enactment in the healthcare workplace
|
Gordon, Lisi
|
|
2016
|
22 |
5 |
p. 1101-1121
|
artikel
|
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