| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academic performance and perception of learning following a peer coaching teaching and assessment strategy
|
Moore, Catherine
|
|
2015
|
21 |
1 |
p. 121-130
|
artikel
|
| 2 |
At the precipice: a prospective exploration of medical students’ expectations of the pre-clerkship to clerkship transition
|
Soo, Jason
|
|
2015
|
21 |
1 |
p. 141-162
|
artikel
|
| 3 |
Development of a metacognitive effort construct of empathy during clinical training: a longitudinal study of the factor structure of the Jefferson Scale of Empathy
|
Stansfield, R. Brent
|
|
2015
|
21 |
1 |
p. 5-17
|
artikel
|
| 4 |
Effect of handoff skills training for students during the medicine clerkship: a quasi-randomized Study
|
Reyes, Juan A.
|
|
2015
|
21 |
1 |
p. 163-173
|
artikel
|
| 5 |
Emotional competencies in geriatric nursing: empirical evidence from a computer based large scale assessment calibration study
|
Kaspar, Roman
|
|
2015
|
21 |
1 |
p. 105-119
|
artikel
|
| 6 |
Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports
|
Ginsburg, Shiphra
|
|
2015
|
21 |
1 |
p. 175-188
|
artikel
|
| 7 |
Non-cognitive selected students do not outperform lottery-admitted students in the pre-clinical stage of medical school
|
Lucieer, Susanna M.
|
|
2015
|
21 |
1 |
p. 51-61
|
artikel
|
| 8 |
On gunboats and grand pianos: medical education exports and the long shadow of colonialism
|
Whitehead, Cynthia R.
|
|
2015
|
21 |
1 |
p. 1-4
|
artikel
|
| 9 |
Progress testing: critical analysis and suggested practices
|
Albanese, Mark
|
|
2015
|
21 |
1 |
p. 221-234
|
artikel
|
| 10 |
Real life narratives enhance learning about the ‘art and science’ of midwifery practice
|
Gilkison, Andrea
|
|
2015
|
21 |
1 |
p. 19-32
|
artikel
|
| 11 |
Reflections on empathy in medical education: What can we learn from social neurosciences?
|
Preusche, Ingrid
|
|
2015
|
21 |
1 |
p. 235-249
|
artikel
|
| 12 |
Reflections on empathy in medical education: What can we learn from social neurosciences?
|
Preusche, Ingrid
|
|
|
21 |
1 |
p. 235-249
|
artikel
|
| 13 |
Shifting concepts, changing contexts: the new schools’ drive for change
|
Dupper, Maegen
|
|
2015
|
21 |
1 |
p. 131-139
|
artikel
|
| 14 |
Social dominance theory and medical specialty choice
|
Lepièce, Brice
|
|
2015
|
21 |
1 |
p. 79-92
|
artikel
|
| 15 |
Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic
|
Young, J. E.
|
|
2015
|
21 |
1 |
p. 63-77
|
artikel
|
| 16 |
Systematic viewing in radiology: seeing more, missing less?
|
Kok, Ellen M.
|
|
2015
|
21 |
1 |
p. 189-205
|
artikel
|
| 17 |
Team communication amongst clinical teachers in a formal meeting of post graduate medical training
|
Slootweg, Irene A.
|
|
2015
|
21 |
1 |
p. 207-219
|
artikel
|
| 18 |
The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum
|
Lucieer, Susanna M.
|
|
2015
|
21 |
1 |
p. 93-104
|
artikel
|
| 19 |
Validity of the Medical College Admission Test for predicting MD–PhD student outcomes
|
Bills, James L.
|
|
2015
|
21 |
1 |
p. 33-49
|
artikel
|
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