| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Assessment of factual recall and higher-order cognitive domains in an open-book medical school examination
|
Davies, D. J.
|
|
|
27 |
1 |
p. 147-165
|
article
|
| 2 |
Clinical educators can supervise students without increased stress: a study of interacting factors using insights from complexity theory
|
Bourne, Elizabeth
|
|
|
27 |
1 |
p. 125-145
|
article
|
| 3 |
Conducting qualitative research through time: how might theory be useful in longitudinal qualitative research?
|
Balmer, Dorene F.
|
|
|
27 |
1 |
p. 277-288
|
article
|
| 4 |
Contributing to the hidden curriculum: exploring the role of residents and newly graduated physicians
|
MacNeil, Kimberley A.
|
|
|
27 |
1 |
p. 201-213
|
article
|
| 5 |
Emotional intelligence in undergraduate medical students: a scoping review
|
Toriello, Helga V.
|
|
|
27 |
1 |
p. 167-187
|
article
|
| 6 |
Factors affecting perceived credibility of assessment in medical education: A scoping review
|
Long, Stephanie
|
|
|
27 |
1 |
p. 229-262
|
article
|
| 7 |
How does a move towards a coaching approach impact the delivery of written feedback in undergraduate clinical education?
|
Roberts, Amanda
|
|
|
27 |
1 |
p. 7-21
|
article
|
| 8 |
Improving medical residents’ self-assessment of their diagnostic accuracy: does feedback help?
|
Kuhn, Josepha
|
|
|
27 |
1 |
p. 189-200
|
article
|
| 9 |
Journal standards
|
Ellaway, Rachel H.
|
|
|
27 |
1 |
p. 1-5
|
article
|
| 10 |
Learning to recognise what good practice looks like: how general practice trainees develop evaluative judgement
|
Bearman, Margaret
|
|
|
27 |
1 |
p. 215-228
|
article
|
| 11 |
Not too little, not too much: supervisor perceptions of work-readiness of speech-language pathology graduates
|
Attrill, S. L.
|
|
|
27 |
1 |
p. 87-106
|
article
|
| 12 |
Student-faculty interactions within a physiotherapy curriculum in South Africa
|
Ramklass, Serela S.
|
|
|
27 |
1 |
p. 49-61
|
article
|
| 13 |
The learning experiences of dyslexic medical students during the COVID-19 pandemic: a phenomenological study
|
Shaw, Sebastian C. K.
|
|
|
27 |
1 |
p. 107-124
|
article
|
| 14 |
Thirty years of teaching evidence-based medicine: have we been getting it all wrong?
|
Thomas, Aliki
|
|
|
27 |
1 |
p. 263-276
|
article
|
| 15 |
Using theory-informed data science methods to trace the quality of dental student reflections over time
|
Jung, Yeonji
|
|
|
27 |
1 |
p. 23-48
|
article
|
| 16 |
“We know what they’re struggling with”: student peer mentors’ embodied perceptions of teaching in a health professional education mentorship program
|
Harrison, Helen F.
|
|
|
27 |
1 |
p. 63-86
|
article
|
Journal description