| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A participant perspective on collaborative reflection: video-stimulated interviews show what residents value and why
|
van Braak, Marije
|
|
|
26 |
3 |
p. 865-879
|
article
|
| 2 |
Are raters influenced by prior information about a learner? A review of assimilation and contrast effects in assessment
|
Humphrey-Murto, Susan
|
|
|
26 |
3 |
p. 1133-1156
|
article
|
| 3 |
Correction to: How to support dental students in reading radiographs: effects of a gaze‑based compare‑and‑contrast intervention
|
Eder, Thérése F.
|
|
|
26 |
3 |
p. 1185-1186
|
article
|
| 4 |
Creative leaps in theory: the might of abduction
|
Veen, Mario
|
|
|
26 |
3 |
p. 1173-1183
|
article
|
| 5 |
Differing viewpoints around healthcare professions’ education research priorities: A Q-methodology approach
|
Yau, Sze-Yuen
|
|
|
26 |
3 |
p. 975-999
|
article
|
| 6 |
Disaster scholarship
|
Ellaway, Rachel H.
|
|
|
26 |
3 |
p. 765-769
|
article
|
| 7 |
Does spaced education improve clinical knowledge among Family Medicine residents? A cluster randomized controlled trial
|
Grad, Roland
|
|
|
26 |
3 |
p. 771-783
|
article
|
| 8 |
Educators’ experiences with governance in curriculum change processes; a qualitative study using rich pictures
|
Velthuis, Floor
|
|
|
26 |
3 |
p. 1027-1043
|
article
|
| 9 |
How do students offer value to organisations through work integrated learning? A qualitative study using Social Exchange Theory
|
Kemp, Caitlin
|
|
|
26 |
3 |
p. 1075-1093
|
article
|
| 10 |
Identifying the at-risk General Practice trainee: a retrospective cohort meta-analysis of General Practice registrar flagging
|
Prentice, Shaun
|
|
|
26 |
3 |
p. 1001-1025
|
article
|
| 11 |
Intuitive and deliberative approaches for diagnosing ‘well’ versus ‘unwell’: evidence from eye tracking, and potential implications for training
|
LoGiudice, Andrew B.
|
|
|
26 |
3 |
p. 811-825
|
article
|
| 12 |
Leveraging knowledge translation and implementation science in the pursuit of evidence informed health professions education
|
Thomas, Aliki
|
|
|
26 |
3 |
p. 1157-1171
|
article
|
| 13 |
Multi-level longitudinal learning curve regression models integrated with item difficulty metrics for deliberate practice of visual diagnosis: groundwork for adaptive learning
|
Reinstein, Ilan
|
|
|
26 |
3 |
p. 881-912
|
article
|
| 14 |
Natural frequency trees improve diagnostic efficiency in Bayesian reasoning
|
Binder, Karin
|
|
|
26 |
3 |
p. 847-863
|
article
|
| 15 |
Nursing students’ conceptions of competence and the learning processes that support the development of competence: a phenomenographic study
|
Munangatire, Takaedza
|
|
|
26 |
3 |
p. 1113-1132
|
article
|
| 16 |
Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise
|
Rosby, Lucy V.
|
|
|
26 |
3 |
p. 1059-1074
|
article
|
| 17 |
Re-envisioning paradigms of education: towards awareness, alignment, and pluralism
|
Baker, Lindsay R.
|
|
|
26 |
3 |
p. 1045-1058
|
article
|
| 18 |
Specific mindfulness traits protect against negative effects of trait anxiety on medical student wellbeing during high-pressure periods
|
Fino, E.
|
|
|
26 |
3 |
p. 1095-1111
|
article
|
| 19 |
Strategies for resolving relational dilemmas while developing therapists' professional identity
|
Binyamin, Galy
|
|
|
26 |
3 |
p. 827-845
|
article
|
| 20 |
The efficacy of mindful practice in improving diagnosis in healthcare: a systematic review and evidence synthesis
|
Pinnock, Ralph
|
|
|
26 |
3 |
p. 785-809
|
article
|
| 21 |
The experiences of foundation doctors with dyspraxia: a phenomenological study
|
Walker, Eleanor
|
|
|
26 |
3 |
p. 959-974
|
article
|
| 22 |
The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty
|
Moffett, Jenny
|
|
|
26 |
3 |
p. 913-958
|
article
|
Journal description