| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A healing curriculum
|
B oudreau, J D onald
|
|
2007
|
41 |
12 |
p. 1193-1201
|
article
|
| 2 |
A modest proposal: impressions of a Year one medical student
|
Allen, Brandon R
|
|
2007
|
41 |
12 |
p. 1131-1132
|
article
|
| 3 |
An expert-performance perspective of research on medical expertise: the study of clinical performance
|
E ricsson, K A nders
|
|
2007
|
41 |
12 |
p. 1124-1130
|
article
|
| 4 |
Assessment: do we need to broaden our methodological horizons?
|
Kuper, Ayelet
|
|
2007
|
41 |
12 |
p. 1121-1123
|
article
|
| 5 |
Breaking down automaticity: case ambiguity and the shift to reflective approaches in clinical reasoning
|
M amede, S ílvia
|
|
2007
|
41 |
12 |
p. 1185-1192
|
article
|
| 6 |
Clinical case processing: a diagnostic versus a management focus
|
M onajemi, A lireza
|
|
2007
|
41 |
12 |
p. 1166-1172
|
article
|
| 7 |
Clinical Expertise
|
|
|
2007
|
41 |
12 |
p. 1113
|
article
|
| 8 |
Clinical expertise research: a history lesson from those who wrote it
|
Rikers, Remy M J P
|
|
2007
|
41 |
12 |
p. 1115-1116
|
article
|
| 9 |
Cognitive metaphors of expertise and knowledge: prospects and limitations for medical education
|
M ylopoulos, M aria
|
|
2007
|
41 |
12 |
p. 1159-1165
|
article
|
| 10 |
Found in translation: the impact of familiar symptom descriptions on diagnosis in novices
|
Y oung, M eredith
|
|
2007
|
41 |
12 |
p. 1146-1151
|
article
|
| 11 |
How expertise develops in medicine: knowledge encapsulation and illness script formation
|
S chmidt, H enk G
|
|
2007
|
41 |
12 |
p. 1133-1139
|
article
|
| 12 |
Is there a relationship between where students sit in lectures and their performance in examinations?
|
Roked, Fayaz
|
|
2007
|
41 |
12 |
p. 1234
|
article
|
| 13 |
List of Reviewers for 2007
|
|
|
2007
|
41 |
12 |
p. 1239-1242
|
article
|
| 14 |
New Editor for Medical Education
|
Buckley, Graham
|
|
2007
|
41 |
12 |
p. 1114
|
article
|
| 15 |
Non-analytical models of clinical reasoning: the role of experience
|
N orman, G eoff
|
|
2007
|
41 |
12 |
p. 1140-1145
|
article
|
| 16 |
Origin bias of test items compromises the validity and fairness of curriculum comparisons
|
M uijtjens, A rno M M
|
|
2007
|
41 |
12 |
p. 1217-1223
|
article
|
| 17 |
Portfolios in medical education: why do they meet with mixed success? A systematic review
|
D riessen, E rik
|
|
2007
|
41 |
12 |
p. 1224-1233
|
article
|
| 18 |
Postmortem intubation training: patient and family opinion
|
H ergenroeder, G eorgene W
|
|
2007
|
41 |
12 |
p. 1210-1216
|
article
|
| 19 |
Prototypes and semantic qualifiers: from past to present
|
Bordage, Georges
|
|
2007
|
41 |
12 |
p. 1117-1121
|
article
|
| 20 |
Reply to Memon and Memon: Surgical e-learning: validation of multi-media, web-based lectures
|
Ridgway, Paul F
|
|
2007
|
41 |
12 |
p. 1236-1237
|
article
|
| 21 |
Science is fundamental: the role of biomedical knowledge in clinical reasoning
|
W oods, N icole N
|
|
2007
|
41 |
12 |
p. 1173-1177
|
article
|
| 22 |
Scripts and clinical reasoning
|
C harlin, B ernard
|
|
2007
|
41 |
12 |
p. 1178-1184
|
article
|
| 23 |
Surgical e-learning: validation of multi-media, web-based lectures
|
Memon, Breda
|
|
2007
|
41 |
12 |
p. 1235-1236
|
article
|
| 24 |
Teaching from the clinical reasoning literature: combined reasoning strategies help novice diagnosticians overcome misleading information
|
E va, K evin W
|
|
2007
|
41 |
12 |
p. 1152-1158
|
article
|
| 25 |
The need to improve the teaching of assessment of psychiatric symptoms at undergraduate level
|
Teodorczuk, Andrew
|
|
2007
|
41 |
12 |
p. 1237-1238
|
article
|
| 26 |
Undergraduate medical students’ exposure to clinical ethics: a challenge to the development of professional behaviours?
|
C ordingley, L is
|
|
2007
|
41 |
12 |
p. 1202-1209
|
article
|
| 27 |
Volume Contents
|
|
|
2007
|
41 |
12 |
p. ix-xviii
|
article
|
Journal description