| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Acting as standardized patients enhances family medicine residents’ self-reported skills in palliative care
|
Sittikariyakul, Pat
|
|
2014
|
20 |
3 |
p. 645-654
|
artikel
|
| 2 |
A mentor training program improves mentoring competency for researchers working with early-career investigators from underrepresented backgrounds
|
Johnson, Mallory O.
|
|
2014
|
20 |
3 |
p. 683-689
|
artikel
|
| 3 |
An investigation of students’ perceptions of ethical practice: engaging a reflective dialogue about ethics education in the health professions
|
Kinsella, Elizabeth Anne
|
|
2014
|
20 |
3 |
p. 781-801
|
artikel
|
| 4 |
Can the tools of activity theory help us in advancing understanding and organisational change in undergraduate medical education?
|
Reid, Anne-Marie
|
|
2014
|
20 |
3 |
p. 655-668
|
artikel
|
| 5 |
Deconstructing dementia and delirium hospital practice: using cultural historical activity theory to inform education approaches
|
Teodorczuk, Andrew
|
|
2014
|
20 |
3 |
p. 745-764
|
artikel
|
| 6 |
Examiners and content and site: Oh My! A national organization’s investigation of score variation in large-scale performance assessments
|
Sebok, Stefanie S.
|
|
2014
|
20 |
3 |
p. 581-594
|
artikel
|
| 7 |
Examining shifts in medical students’ microanalytic motivation beliefs and regulatory processes during a diagnostic reasoning task
|
Cleary, Timothy J.
|
|
2014
|
20 |
3 |
p. 611-626
|
artikel
|
| 8 |
Framing of feedback impacts student’s satisfaction, self-efficacy and performance
|
Ridder, J. M. Monica van de
|
|
2014
|
20 |
3 |
p. 803-816
|
artikel
|
| 9 |
GP supervisors’ experience in supporting self-regulated learning: a balancing act
|
Sagasser, Margaretha H.
|
|
2014
|
20 |
3 |
p. 727-744
|
artikel
|
| 10 |
Medical school personal statements: a measure of motivation or proxy for cultural privilege?
|
Wright, Sarah
|
|
2014
|
20 |
3 |
p. 627-643
|
artikel
|
| 11 |
Motivation towards medical career choice and future career plans of Polish medical students
|
Gąsiorowski, Jakub
|
|
2014
|
20 |
3 |
p. 709-725
|
artikel
|
| 12 |
Much ado about differences: why expert-novice comparisons add little to the validity argument
|
Cook, David A.
|
|
2014
|
20 |
3 |
p. 829-834
|
artikel
|
| 13 |
Nursing students’ experiences of the empathy of their teachers: a qualitative study
|
Mikkonen, Kristina
|
|
2014
|
20 |
3 |
p. 669-682
|
artikel
|
| 14 |
Peer assisted learning in the clinical setting: an activity systems analysis
|
Bennett, Deirdre
|
|
2014
|
20 |
3 |
p. 595-610
|
artikel
|
| 15 |
The false dichotomy of quality and quantity in the discourse around assessment in competency-based education
|
ten Cate, Olle
|
|
2014
|
20 |
3 |
p. 835-838
|
artikel
|
| 16 |
The negative consequences of consequential validity
|
Norman, Geoff
|
|
2015
|
20 |
3 |
p. 575-579
|
artikel
|
| 17 |
Understanding resident ratings of teaching in the workplace: a multi-centre study
|
Fluit, Cornelia R. M. G.
|
|
2014
|
20 |
3 |
p. 691-707
|
artikel
|
| 18 |
Validity: applying current concepts and standards to gynecologic surgery performance assessments
|
LeClaire, Edgar L.
|
|
2014
|
20 |
3 |
p. 817-828
|
artikel
|
| 19 |
What students really learn: contrasting medical and nursing students’ experiences of the clinical learning environment
|
Liljedahl, Matilda
|
|
2014
|
20 |
3 |
p. 765-779
|
artikel
|
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